zilongwang/ReadingBank huggingface dataset:
1 Quality of Plan and the planning process are not satisfactory JES is Weak during planning Competency Cluster 2: Implementation of approved plan Do plans implemented? What are the challenges of implementing all planned activities?; Narrative comments from Interview/Group Discussion: Score Benchmark Criteria for Benchmark This is what we want AGP to do after CDSF is over – for the Government of Ethiopia to apply and institutionalize 5 Quality of Plan and the planning process are exemplary Implementation time always follow the approved plan(implementation of all planned activities carried out on time) It would be really great if we could say we were here by the end of the project . . . this is our TARGET 4 Quality of Plan and the planning process are very good Implementation time mostly follow the approved plan( implementation of most[not less than 85%] planned activities carried out on time) It would be even better if we could get here, improving on the minimal standard 3 Quality of Plan and the planning process are good Implementation time sometimes follow the approved plan(implementation of few planned activities delayed by 1.5 months) This is the minimum standard of where we want to be 2 Quality of Plan and the planning process are fair Implementation time occasionally follow the approved plan(implementation of some planned activities delayed by 2 months) There is where we think we are probably are right now based on our knowledge 1 Quality of Plan and the planning process are not satisfactory Implementation time poorly follow the approved plan( implementation of some planned activities delayed by 3 months and beyond)
Competency Cluster 3: Plans integrate cross cutting issues How do you ensure that cross cutting issues are integrated in planning? Challenges? Narrative comments from Interview/Group Discussion: Score Benchmark Criteria for Benchmark This is what we want AGP to do after CDSF is over – for the Government of Ethiopia to apply and institutionalize 5 Quality of Plan and the planning process are exemplary Cross cutting issues are integrated thoroughly in AGP annul plans It would be really great if we could say we were here by the end of the project . . . this is our TARGET 4 Quality of Plan and the planning process are very good Cross cutting issues are integrated well in AGP annul plans It would be even better if we could get here, improving on the minimal standard 3 Quality of Plan and the planning process are good Cross cutting issues are integrated adequately in AGP annul plans This is the minimum standard of where we want to be 2 Quality of Plan and the planning process are fair Cross cutting issues are integrated partially in AGP annul plans There is where we think we are probably are right now based on our knowledge 1 Quality of Plan and the planning process are not satisfactory Cross cutting issues are integrated poorly in AGP annul plans
Oak Road, Watchfield P16/V3149/HH Manners House 2 Eagle Lane Watchfield. Side rear extension, revised roof, and other improvements Comment returned 17.01.17 193 (c) GRANTED P16/V2871/LB Replacement of 3 windows to the rear of the property, set of French doors and a single door because they are unrepairable. The Grange 41 High Street Watchfield No Objection 21.02.17 212 (b) Granted P16/V3192/FUL Removal of existing glazed walkway and replacement with new glazed walkway in the same location. Building 68 Eisenhower Building Shrivenham. No Objection 21.02.17 212 (c) GRANTED P17/V0461/HH 7 Anson Drive Watchfield SWINDON SN6 8DH Proposed Conservatory No Objection 21.03.17 231 (b) GRANTED P17/V0710/FUL Workshop at Westmill Farm Highworth Road Watchfield SWINDON SN6 8TH Change of use of former agricultural building to use as an office/workshop (Class B1) No Objection 18.04.17 (d) P17/V0926/LB Kings Arms 39 Wallingford Street WANTAGE OX12 8AU Installation of boiler with associated exposed and enclosed pipework (retrospective - dates of work to be confirmed) P17/V0872/LB Strattenborough Castle Farm Highworth Road Watchfield SWINDON SN6 8TH Repairs to reinstate a section of collapsed roof and No Objection 18.04.17 253 (b) GRANTED
CORE CONTENT AREA 1: Learning Experiences - Select a relevant Explore Elaborations Tuning In What is the topic? Why should we study this topic? Frame manageable questions. What do I already know about this topic? I think I know How is this relevant to me? Finding Out Identify possible sources of information Identify skills necessary for the investigation. How did it happen? Who was there and what were the facts? Sorting Out What do we want to find out? How can we do this best? How will we gather the information? Does what I knew before still apply? Does my first idea still make sense? Communicating Extend and challenge students’ understandings Offer more information Is there something else I need to deepen my knowledge understandings? What difference does this make to me? Reflecting and Evaluating So what have I learnt? If I know this, how can I connect it with my world? Teaching and Learning Sequence Focus/Question–
will accept your health insurance. (Medical providers in other states may not accept health insurance from Montana.) How to Choose The private health insurance choices can seem overwhelming. Try taking it one step at a time by following the flow charts on the next pages. STEP ONE: Can I be covered by my parents’ plan? You may be eligible to be covered under your parents’ plan if you are younger than 26. If you are 26 or older, or if you are not eligible to be covered by your parents’ plan for other reasons, move on to step two.
iii) 15/01472/FUL Erection of two storey pitched roof extension to rear of semi-detached house and erection of detached garage to rear garden at 34 Wilkinson Avenue Moorends Doncaster DN8 4RT for Mr M Smith. Resolved: No observations. iv) 15/01461/FULM Development of a discounted food store (LIDL) with car parking, access, servicing and other associated works on approx. 0.58 ha of land Adjacent Water Tower, Field Road, Thorne for Abernant Homes Ltd. Resolved: No objection but asked that the Clerk write to Doncaster MBC to express concerns regarding the timing of the traffic lights. v) 15/01343/FULM Erection of extension to side of existing factory (approx.65.70m x 30.17m) at Custom Made Kitchens Ltd., Coulman Road, Thorne for Mr K Hackshall. Resolved: No observations. vi) 15/01173/TEL Installation of 12m high telecommunications pole with 1 antenna (overall height 15m), ground based equipment cabinet and minor ancillary works at Telephone Exchange, Union Road, Thorne for Arqiva Ltd. Resolved: No observations. vii) 15/01596/FUL Erection of two storey extension to side of semi-detached house at 71 Newfields Avenue Moorends Doncaster DN8 4SA for Mr Peter Robinson Resolved: No observations viii) 15/01460/FUL Refurbishment of existing industrial building and erection of single storey extension to side to include new glazed entrance canopy following demolition of existing single storey building at Former The Real Yorkshire Pudding Co Limited Coulman Street, Thorne, Doncaster for Schwihag UK Resolved: No observations ix) 15/01603/FUL Erection of detached bungalow on approx 0.03ha of land including formation of new vehicular access at Land To Rear Of 13 - 15 Brooke Street Thorne Doncaster DN8 4AX for Mr L Todd Resolved: No observations. 2768. FINANCE Consideration was given to the financial report to the end of Month 2. He said that a sum had been transferred to the Bath Building Society Notice Account. RESOLVED: That the report be noted. 2769. ACCOUNTS PAYABLE Consideration was given to the Accounts Payable to 31st May 2015. RESOLVED: That the Accounts Payable be approved. 2780. WYKE GATE PARK The Clerk reported that a number of issues have arisen with regard to Wyke Gate Park. This
The City of Justin, TX is requesting proposals from a qualified Consulting Firm to provide general planning services for the city. The City of Justin currently contracts with a consultant for planning services, including general services, a now-completed Comprehensive Plan, among other projects. The nature of services the city requires are general in nature, and will be best met by a firm with interdisciplinary capabilities and extensive knowledge of local planning practices within the Dallas-Fort Worth metro area. Professional Credentialing and Planning Services Required The firm selected is to have an extensive background in planning services, holding an AICP certification and a membership of good standing with the American Planning Association. The planning services under consideration in this Request for Qualifications involve (but are not limited to): Review and recommendations in Planning & Zoning and Board of Adjustment cases Attendance at any City Council, Planning & Zoning Commission, and/or Parks & Recreation Board meetings where planning activities are discussed (typically not more than 2 evenings per month) Municipal facility needs and location studies Updating and maintaining the Zoning Map, Future Land Use Plan, the Master Thoroughfare Plan, the Comprehensive Plan, the Park & Open Space Plan, and any other long-range planning documents Assessment of vehicular and pedestrian transportation needs Preparation of special planning studies, as needed Review of planning-related ordinances and regulations, particularly the Zoning Ordinance. Coordination with the North Central Texas Council of Governments and other regional entities relating to planning Review and provide input on zoning cases and platting applications Other services requested by City staff Proposal Requirements The Statement of Qualifications must address the following criteria: Name of firm, owner, address and telephone number. Personnel Qualifications. Identify the key planner who will serve in the position of City Planner; provide their resume and summarize their experience. Provide the same for other team members (if any) in the firm who may assist with the provision of services.
* should run throughout *looking at student work * * mini-white to draw labelled particle pictures to describe and explain what happens when a solute dissolves. P Prior learning check and Check and assess so that the rest of the lesson can be pitched correctly. 10 A practical demonstration is used to show salt being added to water in a large beaker. In pairs students use a to discuss what is happening to the mass of the water. This is discussed in pairs and then as a whole class. I new Introduce new knowledge. Begin with a concrete idea or simple so that you start from what your students already know. Modelling is important here. 10 The teacher does using the white board to draw a particle picture to show what is happening to the solute and solvent particles during dissolving. A computer PHET is also used to support the teacher explanation. B Build new content Students have the opportunity to practice what they have learnt in the introduce section to consolidate learning and . 15 Students draw their own particle picture for the demonstration they saw at the start of the lesson. These are then peer assessed against the teacher’s model. Understanding is checked before we move to Apply.
Topic Planning science lessons – blank template Level Various Outcomes To provide a framework to support teachers to plan science lessons. EPIBA: a simple approach to support lesson planning in science Progress: further resources on teaching and learning are available at . Assessment EPIBA What? Why? Time (min) Example should run throughout *looking at student work * * mini-white boards E Engage (often the ) Motivate students – provide them with an opportunity to succeed as soon as they enter the classroom and recap/consolidate key knowledge from the previous lesson. 3-5 – : : :
Medical: Weight: Height: Dental: Other OTHER APPOINTMENTS THIS PERIOD: PLAN OF CARE (SMART Goals ~ Specific, Measurable, Attainable, Results Oriented, Timely) Review of Previous Desired Outcome (from Last POC): HEALTH DIMENSION DESIRED OUTCOMES WORK REQUIRED PERSON RESPONSIBLE SPECIFIED TIME FRAMES EDUCATION: PLAN OF CARE (SMART Goals ~ Specific, Measurable, Attainable, Results Oriented, Timely) Review of Previous Desired Outcome (from Last POC): EDUCATION DIMENSION DESIRED OUTCOMES WORK REQUIRED PERSON RESPONSIBLE SPECIFIED TIME FRAMES RELIGIOUS AND CULTURAL NEEDS:
ROUTINE ACTION (CONTINUED) DIABETES MANAGEMENT KIT Kits will be available in different locations but will include: Parents must provide, maintain, and refresh supplies. School must ensure this kit is accessible all times. (e.g. field trips, fire drills, lockdowns) and advise parents when supplies are low. Blood Glucose meter, BG test strips, and lancets Insulin and insulin pen and supplies. Source of fast-acting sugar (e.g. juice, candy, glucose tabs.) Carbohydrate containing snacks Other (Please list) __________________________________ ____________________________________________________ Location of Kit: ______________________________________________________ SPECIAL NEEDS Comments: A student with special considerations may require more assistance than outlined in this plan.
West Virginia University Benjamin M. Statler College of Engineering and Mineral Resources M.S. Plan of Study for Safety Management Preliminary Final Area of Emphasis in Certificate in Name: Student ID: Course Subj/No. Course Title (for special problems and independent study, give subject) Semester Cr. Hr. Grade Semester Comp. Deg Cer Deg Non-Deg PREPARATORY COURSES REQUIRED COURSES SAFM 501 Safety Management Integration 3 SAFM 502 Controlling Environmental and Personnel Hazards 3 SAFM 505 Safety Legislation and Compliance 3 SAFM 528 Economic Aspects of Safety 3 SAFM 534 Fire Safety Management 3 SAFM 550 Loss Control and Recover 3 SAFM 552 Safety and Health Training 3 SAFM 640 Instrumentation for Safety Managers 3 ELECTIVES/OTHER SAFM 689 Professional Field Experience 3 ? ???? 3 ? ???? 3 ? ???? 3 Total Credit Hours: 36 Thesis Program Problem Report Coursework only Approvals Name (Typed) Dept. (Abbrev) Approval Signature Date Student Committee Members Ms. Jennifer Fuller IMSE Dr. Xiaopeng Ning IMSE Committee Chairperson Dr. Gary Winn Graduate Program Cord. Dr. Gary Winn IMSE Department Chairman Dr. Kenneth Currie IMSE Associate Dean for Academic Affairs Dr. David A. Wyrick Statler
Send order form and check to: Plano Middle School Attn: Angie Carreno Native Plant Sale 804 S. Hale Street Plano,IL 60545 If you have questions about the sale, plants, or your order call: Amy Hamilton 630-392-4394 Order Form Name____________________________________________________ Phone Number__________________________________________ E-mail __________________________________________________
Instructor Name: Date(s): (to be absent) Purpose: Date Hour Class Room Cancel/Sub Begin Time: End Time: CRN: Class: Cancel Sub Begin Time: End Time: CRN: Class: Cancel Sub Begin Time: End Time: CRN: Class: Cancel Sub Begin Time: End Time: CRN: Class: Cancel Sub Recommended Plan Preferred Sub: Preferred Sub: Preferred Sub: Preferred Sub: Instructor Signature: ____________ V.P. Instruction: ____________________________________________________ For Office Use Only
Plan Specific objectives? Staff Member Responsible Date Assigned Date Final Check Due AGA3 Annual board training plan AC1 Cultural competency AC3 Identification of access barriers and steps to address barriers FE3 Personnel and client safety & security FM1 Current budget for agency FM4 Contingency plan for continuation of Core Services FM5 Plan to address any concerns raised by audit or financial review P4 Plan with timeline for achieving diversity objectives QA1 Use of data to plan for needed services & effectiveness eval. QA2 Short- and long-term agency plans CS6 Plans for system coordination activities Plans Needed for Accreditation – Fiscal Year _______ All plans should include specific tasks and documentation of progress on an ongoing basis.
Ash Tree Oleaceae Bladderpod Capparaceae Brazilian Pepper Anacardiaceae Black Sage Lamiaceae Bulrush Cyperaceae Cactus Cactaceae California Buckeye Sapindaceae California Buckwheat Polygonaceae California Redbud Fabaceae California Sagebrush Asteraceae California Sweet bay Lauraceae Plant Species (cont) Species Characteristics Family/Location Other Caster Bean Euphorbiaceae
Catalina Cherry Rosaceae Catalina Ironwood Rosaceae Cattails Typhaceae Ceanothus (Mt. Lilac) Rhamnaceae Coast Live Oak Fagaceae Coffee berry Rhamnaceae Coyote Bush Asteraceae Elderberry Adoxaceae Encelia Asteraceae Eucalyptus Myrtaceae Flannel Bush Malvaceae Plant Species (cont) Species Characteristics Family/Location Other Fremont Salicaceae
Cottonwood Fringe Tree Oleaceae Ginkgo Ginkgoaceae Horehound Lamiaceae Incense Cedar Cupressaceae Jacaranda Bignoniaceae Jojoba Simmondsiaceae Laurel Sumac Anacardiaceae Lemonade Berry Anacardiaceae Liquid Amber Altingiaceae Manzanita Ericaceae Mesquite Fabaceae Plant Species (cont) Species Characteristics Family/Location Other Mulefat Asteraceae
Mustard Brassicaceae Palm, California Arecaceae Palm, Mexican Arecaceae Palo Verde Fabaceae Pampas Grass Poaceae Pine Tree Pinaceae Sago Palm Cycadaceae Southern Magnolia Magnoliaceae Sugar Bush Anacardiaceae Toyon Rosaceae Tree Tobacco Solanaceae Plant Species (cont) Species Characteristics Family/Location Other Walnut Juglandaceae
Petals: The whorl of petals is known collectively as the corolla [Lat.,=little crown]. The number of petals is usually constant within groups (e.g., five in the rose family), as are the numbers of the other organs. Stamens: The stamen (microsporophyll), is often called the flower's male reproductive organ. It is typically located between the central pistil and the surrounding petals. A stamen consists of a slender stalk (the filament) tipped by a usually bilobed sac (the anther) in which microspores develop as grains. Pistils: the female reproductive organ of flowering plants, consisting of an ovary, style (sometimes absent), and stigma. The carpels are separate or fused to form a single pistil Plant Family Sepals Petals Stamens Pistils Others Mustard (Brassicaceae) 4 4 arranged in an X or H 6 - 4 Tall & 2 Short 1 Seed pods - Radial pattern around the stalk called a raceme Mint (Lamiaceae) 5 United 5 United Petals – 2 lobes up, 3 down 4 – 2 Long & 2 Short 2 United Stems are Square with opposite leaves, aromatic Pea (Fabaceae) 5 United 5 forming Banner, Wings, and Keel Usu. 10 (sometimes 5) 1 Pea-like pods and often pinnate leaves Sunflower (Asteraceae) In a ring 5 petals fused together 5 fused around pistil Stigmas Composites with many small flowers in a disk Cactus (Cactaceae) Numerous Numerous Numerous 2 or more united carpels Succulent plant with spines Rose (Rosaceae) 5 5 Numerous Numerous Oval, serated Leaves Sumac (Anacardiaceae) 5 5 5 or 10 1 3-lobed or pinnate leaves, single seeded red or white fruit Grass (Poaceae) Minimal Minimal 3 3 united carpels Knee-like nodes on the flower stems Mustard (Brassicaceae)
Plant & Animal Cells: What is the difference? Name___________________ Summative (Test) Date________________________ Part I place the letter of the word that matches the definition 1._____ Nucleus a) protects the cell and allows nutrients to come into the cell 2._____ Mitochondria b) uses sunlight energy to produce food (glucose) 3._____ Cell Wall c) the gel like fluid that holds the organelles 4._____ Cell Membrane d) organism whose cell contain a nucleus, other organelle within a membrane and a rigid cell wall 5._____ Cytoplasm e) stores food water and nutrients 6._____ Chloroplast f) organism whose cell contain a nucleus, other organelle within a membrane but lack cell walls & chloroplast 7._____ Vacuoles g) provides shape for plant cells 8._____ Plant cell h) produces energy 9._____ Animal cell i) directs all activities of the cell Part II Complete the following short answer question Based on your understand of the characteristics of Plant and Animal cells, list two ways that Plant & Animal cell are different. Per our discussion, if each organelle (plant or animal) represented a part of a typical city, what would it be? Mitochondria- Vacuoles- Chloroplast- Cell Wall-
How do mosses absorb water? How is it distributed? Which moss generation is dominant? It is larger, longer-living, independent, and photosynthetic. It is the generation that you will always see. Like the Bryophyta, ferns are most common in damp environments. What feature of their reproduction requires them to live in a moist habitat? What are the two types of vascular tissue? What does each transport? Ferns are vascular plants. Why can vascular plants grow to be very tall, but nonvascular plants are all tiny? Lignified vascular tissue allows vascular tissues to grow very tall. How does this give vascular plants a competitive edge? What are functions of roots? What are mycorrhizae? Without true roots, how do bryophytes absorb nutrients from the soil? What is the function of leaves?
Requirement for immediate off hire of plant or driver on foot of committing a breach of the Safety, Health & Welfare at Work Act 2005 or any regulations or code of practice made under it concerning the works Contract N/A 1 2 Requirement for immediate off hire of plant or driver on foot of failure to comply with reasonable Direction(s) issued by the PSCS or Purchaser’s Representative or has Contract N/A 1 2 Performance General Failure of the Contractor to comply with its obligations under the Contract, and if applicable, failure to put matters right following issuance of direction by the Purchaser Contract 2 3 5 Failure of the Contractor to proceed regularly and diligently with the execution of the works Contract 2 3 5 Plant reliability Failure of Plant to be fully operational during the course of the Rental Period to an extent that impedes works completion Contract 2 3 5 Mobilisation Failure to mobilise with the nominated plant on the dates as agreed in the appendix to the Contract Contract 2 3 5 Plant Driver/ Operator Requirement for immediate removal of plant Operator on foot of their negligence or insufficient competence to carry out their tasks in compliance with the Contractor’s obligations under the Contract Contract N/A 1 2 Legal Requirements Requirement for immediate off hire of plant or driver on foot of committing or causing the Purchaser to commit a serious breach of Legal or Statutory requirements concerning the works Contract N/A 1 2 Quality of Work Workmanship during hire Failure of the Contractor to execute the works in a proper and workmanlike manner and using good practice Contract 2 3 5 Defects in competed work requiring to repair 180 days 1 2 3 The Contractor shall implement such recommendations and comply with any Purchaser’s findings to the extent necessary to ensure that the Services continue to be delivered and the Contractor continues to meet its obligations in accordance with the requirements set out in these terms and conditions.
Short Public Works Contract Conditions Office of Government Procurement SHORT PUBLIC WORKS CONTRACT Short Public Works Contract Document Reference PW-CF6 v1.9 30 June 2016 © 2016 Office of Government Procurement Published by: Office of Government Procurement Department of Public Expenditure and Reform Government Buildings Upper Merrion Street Dublin 2 CONDITIONS
APPENDIX VIII. CHEMICAL AND TOXIN INVENTORY Researcher: _______________________________________________________________________________________ Emergency Contact: _______________________________________________________________________________ Building: _________________________________________________ Room: _____________________________________________ Contact on call: ________________________________ Date Inventory Performed: Notes: ___________________ Item ID Chemical Name Manufacturer Concentration Quantity Unit (L, kg, cyl, lb.) CAS# Storage Location Please use the chemical inventory template available on the Office of Safety website ()
Sample assessment outline Plant Production Systems – ATAR Year 12 Unit 3 and Unit 4 Assessment type Assessment type weighting Assessment task weighting When Assessment task Investigation 10% 10% Semester 1 Week 5 Task 2: Investigating transpiration – students investigate some of the factors that affect the rate of transpiration Production project 20% 5% Semester 1 Week 7 Task 3: Fertiliser program for a plant enterprise – students develop a fertiliser plan for a selected plant enterprise 5% Semester 1 Week 12 Task 5: Control program for a plant weed – students identify a weed pest for a selected plant and compare the effectiveness of different control methods 5% Semester 2 Week 6 Task 9: Breeding plants for a changed climate – students identify a plant trait to improve a plant’s capacity to cope with climate change and develop a breeding plan for the trait 2.5% Semester 2 Week 10 Task 11: Production and Marketing Decisions – students choose an international wheat market, identify a wheat variety suited to the chosen market, and budget to produce a crop for the market 2.5% Semester 2 Week 12 Task 12: New technology – students plan for the use of a new technology to improve farming practice and explain how it will affect farming practice Test 20% 4% Semester 1 Week 4 Task 1: Systems ecology test 4% Semester 1 Week 11 Task 4: Plant structure and function and Plant environment test 4% Semester 1 Week 14 Task 6: Plant health test 4% Semester 2 Week 4 Task 8: Sustainable production test 4% Semester 2 Week 7 Task 10: Breeding and improvement test Examination 50% 20% Examination week Task 7: Semester 1 Examination 30% Examination week Task 13: Semester 2 Examination Total 100% 100%
Sample assessment outline Plant Production Systems – General Year 12 Unit 3 and Unit 4 Assessment type Assessment type weighting Assessment task weighting When Assessment task Investigation 10% 10% Semester 1 Week 1 Task 5: Response of plant growth to nutrients – students grow oats to investigate their response to different concentrations of nitrogen fertiliser Production project 45% 10% Semester 1 Week 2 Task 1: Managing ecosystem components – students examine farm practices to manage both above ground and underground water, including its movement, storage and control to minimise soil erosion and salinisation of farm land 5% Semester 1 Week 4 Task 2: Plant growth stages and nutrient requirements – students take soil samples for analysis and develop a nutrient plan for a crop 10% Semester 1 Week 6 Task 4: Develop and implement a calendar of operations for a selected plant enterprise 5% Semester 1 Week 15 Task 8: Managing biosecurity – students examine on-farm practices to minimise the chances of plant pests and diseases entering or leaving the farm 5% Semester 2 Week 6 Task 10: Breeding plan – students identify a trait to breed for in a selected plant variety and develop a breeding plan designed to achieve a new variety that has the trait 5% Semester 2 Week 9 Task 12: Enterprise sustainability – students report on ways to improve the sustainability of a selected enterprise 5% Semester 2 Week 13 Task 13: Budgeting – students prepare an annual cash flow budget of income and expenditure for a selected enterprise Test 30% 6% Semester 1 Week 6 Task 3: Plant structure and function 6% Semester 1 Week 11 Task 6: Plant environment 6% Semester 2 Week 2 Task 9: Plant health 6% Semester 2 Week 7 Task 11: Breeding and improvement 6% Semester 2 Week 15 Task 14: Economics, finance and markets Externally set task 15% 15% Semester 1 Week 14 Task 7: A task set by the SCSA based on the following content from Unit 3 – <teacher to insert information provided by the Authority> Total 100% 100%
Timeline Produce a timeline showing the expected activities as your hay crop grows. Include the crop growth stages and how this relates to timing of each activity. (12 marks) Referencing Provide a reference list such that any sources of information used in researching the information are acknowledged and another reader could access these resources. For books the name of the author(s), title of the book, date of publication and publisher need to be provided. For scientific reports the name of the author(s), report title, date of publication and where the report is published need to be provided. Where web based sources are used, give its html address, the date accessed and, ideally, the author and/or publisher of the website. (4 marks) Marking key for sample assessment task 2 — Unit 1 and Unit 2 Student Name: _______________________________ Description Marks 1. Quality hay production 1 mark for each use of fodder crop identified (up to 2 marks ) – possible uses include supplementary feed fattening stock hay reserves for poor seasons Recognises how the identified use fits in with the whole-farming system (1 for each use) 1–2 1–2 Subtotal 4 2. Paddock plan clearly drawn diagram including fences, gates and water points identifying environmental issues on diagram correct calculations of arable area identification of areas on the diagram to be excluded from the paddock reasons discussed for areas excluded from paddock 1–2 1 1–2 1 1–2 Subtotal 8 3. Plant variety identification of four plant varieties for hay production (1 mark each) characteristics for each variety given variety recommended reasons for recommendation provided identification of two legume varieties for hay production (1 mark each) description of each legume variety (2 marks each) 1–4 1–4 1 1–2 1–2 1–4
response of growth to temperature and nutrients water use by evapotranspiration propagation by seeds and vegetative parts, including tubers, cuttings, buds and grafts Plant environment factors affecting soil fertility soil profiles and textures function of macro nutrients in plants and symptoms of deficiency symptoms of water stress Plant health interpret agricultural chemical labels to determine which product to select application of codes of practice concerning chemical use Breeding and improvement cultivars and their characteristics plant types, their origins and development into current cultivars Economics, finance and markets farming systems and enterprises available markets calculation of costs, returns and profits Sustainable production identification of market requirements to be met for selected products the role of quarantine in preventing pests, diseases and weeds prevention of the spread of pests, diseases and weeds to natural ecosystems Investigating plant production conduct an investigation, considering aspects of experimental design interpret data, including calculating. means present data using appropriate methods draw conclusions based on experimental data Produce for purpose develop a calendar of operations for an enterprise production cycle
e.g. ground, frozen, extracted, dried (include temp and duration) Is the material genetically modified in a way regulated by OGTR? OGTR dealing number e.g. NLRD, DIR: OR IBC dealing (also provide a letter of approval): RESEARCH INFORMATION Provide a brief summary of the research, including end-use e.g. destructive analysis, in vitro, in vivo host specificity testing, types of plants used, location. YES IF YES, GIVE DETAILS Will the material be grown? e.g. seedlings, flowering, seed production Growth stage: Do you want to release any material? e.g. harvested seed, material for field trials Intended release product: Will the material be treated or preserved during analysis? e.g. DNA extraction, milled to flour, desiccated in silica gel Treatment/Preservation method: APPROVED ARRANGEMENT SITES YES NO IF YES, GIVE DETAILS Do you have access to an Approved Arrangement site (formerly known as a Quarantine Approved Premises (QAP)) to conduct the research? Include details of co-located Approved Arrangement sites you intend to use. Approved Arrangement site class and approval number(s): Area used: e.g. glasshouse, growth cabinet
Likelihood Consequence Insignificant Minor Moderate Major Severe Almost certain Medium High High Extreme Extreme Likely Medium Medium High Extreme Extreme Possible Low Medium Medium High Extreme Unlikely Low Low Medium High High Rare Low Low Low Medium High Likelihood Consequence Almost certain – will occur in most circumstances when the activity is undertaken (greater than 90% chance of occurring) Insignificant –First aid treatment, minor injury, no time off work Likely - will probably occur in most circumstances when the activity is undertaken (51 to 90% chance of occurring) Minor – Single occurrence of medical treatment, minor injury, no time off work Possible – might occur when the activity is undertaken (21 to 50% chance of occurring) Moderate – Multiple medical treatments, non-permanent injury, less than 10 days off work Unlikely – could happen at some time when the activity is undertaken (1 to 20% chance of occurring) Major – Extensive injuries requiring medical treatment (e.g. surgery), serious or permanent injury/illness, greater than 10 days off work Rare – may happen only in exceptional circumstances when the activity is undertaken (less than 1% chance of occurring) Severe – Severe injury/illness requiring life support, actual or potential fatality, greater than 250 days off work Risk Rating Priority for Action Risk acceptance guide Action Recommended action time frame Extreme Not acceptable Cease or isolate source of risk Implement further risk controls Monitor, review and document controls Immediate Up to 1 month Ongoing High Generally (in most circumstances) not acceptable Implement risk controls if reasonably practicable Monitor, review and document controls 1 to 3 months Ongoing Medium Generally (in most circumstances) acceptable Implement risk controls if reasonably practicable Monitor, review and document controls 3 to 6 months Ongoing Low Acceptable Monitor and review Ongoing
_ Structure of Phloem _ Label diagram Thin layer of cytoplasm dense cytoplasm plasmodesmata sieve element nucleus Adaptation of Structure to function In the table briefly explain how each structure/feature of the xylem helps it to do its function
Notes: We’re hoping to have a “speed-dating” resource fair with follow-up sessions from some participants and other exhibitors perhaps in a q&a panel session. would like help with this 3. Mentors ____ Prepare Letter/Invitation to Mentors ____ Invitation to Mentors ____ Clarify Roles and Responsibilities with Mentors using “Mentor Roles and Guidelines” : Our plan for the mentors is that they will work with our 3 DBCA leaders to: Lead the Thursday evening – ice breakers/ getting to know you activities be the leaders of “teams” of participants who are competing through our gaming app to: complete pre-conference “who am I” reports and module assignments be team leaders during the event during ropes course, student planning sessions, student advocacy meetings be team leaders post-institute in module and evaluation follow-up activities See the mentors’ duties sheet in shared space ____ Determine with the Mentors, their Presentations, and Activities ____ Obtain titles of presentations, hand-outs, PowerPoints ____ Determine needs to support presentations, i.e. materials, accommodations, travel supports, etc. ____ Inform Host State Team of all presentation needs and materials ____ arrange for mentors to take part in the follow-up activities in the module or app Prepare Thank-You Letter for the Mentors- We’d love for a state project to volunteer for this Prepare Welcome Letter and Bag for Mentors, including Mentor Guidelines We’d love for a state project to volunteer for this Notes: 4. Accessible Materials: ____ Gather all the print agendas from all of the agenda committees ____ Determine how many Braille, Large Print, and electronic documents ____ Determine who will produce Braille, Large Print, electronic hand-outs, and their deadlines to produce them Notes:
Name:_______________ There will be a total of 15 possible points. Score ____/15 Explain how the cotton gin has changed life on the plantation. 1 Author displays little or no understanding of topic 2 Author displays moderate understanding of topic. 3 Author displays full understanding of topic Explain the role of the master, mistress and slave on the plantation. 1 Author displays little or no understanding of topic 2 Author displays moderate understanding of topic. 3 Author displays full understanding of topic Explain the living conditions for slaves on the plantation. 1 Author displays little or no understanding of topic 2 Author displays moderate understanding of topic. 3 Author displays full understanding of topic Explain why southern states want to keep the institution of slavery. 1 Author displays little or no understanding of topic 2 Author displays moderate understanding of topic. 3 Author displays full understanding of topic Formatting and grammar 1 Needs work 2 Good 3 Excellent
of hormone for flowering. the diagram below, indicate whether a short-day or a long-day plant would flower under each of the light conditions shown. Condition Would flower? Would flower? Condition Would flower? Would flower? A D B E C F
Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk Level SHEARING Can anyone’s body parts be sheared between two parts of plant, or between a part of the plant and a work piece or structure? Y N PRESSURISED CONTENT Can anyone come into contact with fluids or gases under high pressure, due to plant failure or misuse of the plant? Y N ELECTRICITY Can anyone be injured or burnt due to: Live electrical conductors? (e.g. exposed wires) Y N Working in close proximity to electrical conductors? Y N Access to electricity? Y N Damaged or poorly maintained electrical leads, cables or switches? Y N Water near electrical equipment? Y N Lack of isolation procedures? Y N Other Y N
Consequence - Evaluate the consequences of a risk occurring according to the ratings in the top row 3. Risk Matrix – Using the matrix, calculate the level of risk by finding the intersection between the likelihood and the consequences Likelihood - Evaluate the likelihood of an incident occurring according to the ratings in the left hand column 4. Risk Level/Rating and Actions
Standard 2 Learners will: Be able to assist with activities required to establish plants Learners should know/be able to: a. The following needed for the tasks: a) tools b) materials c) Personal Protective Equipment (PPE) b. Assist with labelling the plants c. Instructions to provide the plants with support, shelter or mulching d. The plants with necessary moisture e. Any problems that occur to the appropriate person f. Maintain and store tools, personal protective equipment and materials after completing the tasks Assessment: This standard is assessed internally by the centre and externally verified by AIM Awards. Please read this guidance in conjunction with Appendix 1 - A Guide to Assessing AIM Awards Qualifications. The following assessment methods can be used in the assessment of this standard: (This list is not exhaustive and other appropriate assessment methods may be used.) For 2.a, learners should prepare the following needed for the tasks: a) tools b) materials c) Personal Protective Equipment (PPE) For 2.b, learners should assist with labelling the plants For 2.c, learners should follow instructions to provide the plants with support, shelter or mulching For 2.d, learners should provide the plants with necessary moisture For 2.e, learners should report any problems that occur to the appropriate person For 2.f, learners should maintain and store tools, personal protective equipment and materials after completing the tasks
Wildflower Planting Data Species Name Plot 1 Plot 2 Plot 3 Plot 4 Scientific Common Date Planted # of roots or seeds Root Size (S, M, or L) Quadrant (a, b, c, or d) # of roots or seeds Root Size (S, M, or L) Quadrant (a, b, c, or d) # of roots or seeds Root Size (S, M, or L) Quadrant (a, b, c, or d) # of roots or seeds Root Size (S, M, or L) Quadrant (a, b, c, or d) Actaea pachypoda white baneberry Actaea rubra red baneberry Allium tricoccum wild leek Aralia nudicaulis wild sarsaparilla Asarum canadense wild ginger Cardamine concatenata cut-leaf toothwort Cardamine (Dentaria) diphylla two-leaf toothwort Caulophyllum thalictroides blue cohosh Claytonia caroliniana spring beauty
7. The designation of personnel responsible for implementing the CHP, including the assignment of a chemical hygiene officer 5-8 8. Provisions for additional employee protection for work with particularly hazardous substances(e.g. select carcinogens, reproductive toxins, acutely toxic substances) 12
PLANT INFORMATION SHEET Common name: Botanic name: Family: Size: (h x w) Plant type: ground cover / grass / shrub / tree / climber Annual / Perennial / Evergreen Leaves: Flowers: Fruit: Other characteristics: Edible: Y / N Aromatic: Y / N Deciduous / Autumn colour: Propagation method: Environment: full sun / part shade / shade Soil conditions: Landscape use: Maintenance: insert image here Therapeutic uses: Pest & disease: Notes
In which direction do roots grow? What are root hairs? What is their function? Conclusion Using the knowledge you gained from these videos, predict what would happen in each of the following situations. You have a houseplant in front of the window and you never move/rotate the plant. A small plant has sprouted underneath a large shade tree. A corn seed is planted by astronauts while in outer space. A bean plant is given light 24-hours a day.
Plant structure Plant uses for humans and animals (role in environment) How plant gets nutrients/survives Plant Drawing Formative of students foundational knowledge of plants 2 Ask students, “If we were to grow plants at school, what things would we need to consider?” Students work in pods to brainstorm ideas Goal: Come up with testable question for upcoming lab Background Information Students list all information they know pertaining to assigned experiment Planning web Graphic Organizer Playing cards Used to divide students into two groups – 1 group will manipulate location, 1 group will manipulate soil type VAT Collaboration Questioning Formative 3 B-S.IP.4,5; PR.1 Develop two procedures with the following manipulated variables Location Soil type From procedure, come up with hypothesis and variables Chart Paper Markers VT Formative 4 B-S.PR.2 Plant seeds Soil Sand Bean seeds Pots K 5 Begin Plant Processes Discussion Diffusion vs. Osmosis Discussion (Define Terms) Ask students “do you think that things move from high to low, or low to high?” -If students struggle, remind them about heat transfer with respect to kinetic energy Diffusion is the movement of particles from high concentration to low Osmosis: is the movement of water from high levels of water to low Students fill in a Frayer Model to compare Diffusion and Osmosis Activity Divide students into two groups and place on opposite sides of the room Give some students a blue pinny (water) Ask students which side has more particles? Should the particles move from high to low, or low to high? (Diffusion) Ask students which side has more water on it? Will water move from an area with more or less Discussion (Define) Frayer Model Video Computer YouTube Activity Blue pinnies Demonstration Distilled water Food colouring White carnation Gummy bears Eggs Vinegar VATK Discussion, video, kinesthetic activity Formative Assessment
9 2.2,3,5 C.3-3.1,2 Project Work Day Computers Books 10 2.2,3,5 C.3-3.1,2 Presentation Assembly Computers/Books Posters, etc. 11 2.2,3,5 C.3-3.1,2 Presentation Work Period Computers/Books Posters, etc. 12 2.2,3,5 C.3-3.1,2 Presentations (3) Varies based on students needs Summative 13 2.2,3,5 C.3-3.1,2 Presentations (3) Varies based on students needs Summative 14 2.2,3,5 C.3-3.1,2 Presentations (4) Varies based on students needs Summative 15 2.2,3,5 Plant Bingo Integrate questions into a Bingo sheet, which assess students understanding of concepts covered in student presentations Procedure: Students each receive a Bingo Sheet They must fill in each square with a different peers response. In the box they record the classmates name and on the back of the sheet they can record their classmates response. They must ensure that the response provided is correct. Bingo Sheet Writing Utensil VKAT Formative 16 S.AI.1,4 Plant Lab Wrap Up Location and Soil Type lab Show students the plants from all of the different rooms. Ask students why plants grew better in various locations/soil types. Students fill in lab sheet “Analysis and Conclusion” explaining their observations with scientific theory Location lab sheet Soil type lab sheet Plants VAT Summative Mark: Analysis Conclusion
Haulage type- 10% (please quote for all types) Unit cost per 1000 trees per 100 miles: Pallet carrier £ Box van £ Fixed-bed curtain-sided lorry £ Articulated curtain-sided lorry £ AVERAGE Lot 2 Bare-root broadleaf transplants and haulage- 60% Common name Scientific name Seed specification Tender (£ per 1000 for the quantity of plants below, exc. VAT) <5k 5 to 20k 20 to 100k >100k A oak Quercus robur Seed orchards or seed stands suitable for use in Britain B Sessile oak Quercus petraea Seed orchards or seed stands suitable for use in Britain C Beech Fagus sylvatica Seed orchards or seed stands suitable for use in Britain D Sycamore Acer pseudoplatanus Seed stands suitable for use in Britain E Silver birch Betula pendula Seed orchards or seed stands where the basic material is registered in Britain F Downy birch Betula pubescens Seed orchards or seed stands where the basic material is registered in Britain G Sweet chestnut Castanea sativa Seed orchards or seed stands suitable for use in Britain R
Rate the team’s presentation for the following: Presentation Components 1 Needs improvement 2 Satisfactory 3 Excellent Your rating Delivery (speech, mannerisms) Poor volume, eye contact, or pace of speech (too fast/slow) For the most part has overall satisfactory volume, eye contact, and pace of speech Excellent volume, eye contact, and pace of speech Visuals (graphs, charts, diagrams, powerpoints) Visually unattractive, confusing Shows some clutter or lack of structure but overall understandable Visually pleasing, enhances understanding Persuasiveness (information, argument) Information is not convincing; little or no evidence is presented for arguments Includes persuasive information; some evidence is presented for arguments Main idea is communicated convincingly; clear evidence is presented for arguments Procedure (model solution) The focus of the presentation was mainly on the types of plants; little or no information was presented about the procedure to select the plants The focus of the presentation was partially on the procedure to select the plants with more focus on the plant descriptions The focus of the presentation was on the procedure to select the plants types of plants; information about plant descriptions was also included Scientific/mathematical information Most of the scientific and/or mathematical content was inaccurate Most of the scientific and/or mathematical content was accurate All scientific and/or mathematical content presented was accurate Total Score Articulate why you provided the rating for “Persuasiveness,” making sure to identify how the evidence was used, any incorrect reasoning, or exaggerated evidence. What are the strengths of this team’s procedure? Do you have any suggestions for improving this team’s procedure?
Q3: Write the function of each of the following? 1- :………………………………. 2- Root ……………………. 3- :………………………………. Transpiration Leaves have tiny holes in them called stomata for gas exchange. Some of water and nutrients that reach the leaves will used to make food by photosynthesis. The excess water also evaporates from leaves and this is called transpiration.