zilongwang/ReadingBank huggingface dataset:
Supervisor Declaration Name: Contact Details: Company Name: Phone Number: Email: Supervisor Mobile: I , ___________________________________________, understand my role and responsibility in supervising training for this course. I agree to the above instructions and those provided by the host training organisation. Signed: Date:
Notes: (Leave this space available for Supervisor notes) Please note that all fields must be completed, and the logbook must be signed by the Supervisor observing the training/work occasion. SITE: DATE: EQUIPMENT USED: TASKS PERFORMED DETAILS: COMMENTS: SUPERVISOR DETAILS NAME: POSITION: SIGNED: DATE: FEEDBACK TO STUDENT COMMENTS:
SITE: DATE: EQUIPMENT USED: TASKS PERFORMED DETAILS: COMMENTS: SUPERVISOR DETAILS NAME: POSITION: SIGNED: DATE: FEEDBACK TO STUDENT COMMENTS: SITE: DATE: EQUIPMENT USED: TASKS PERFORMED DETAILS: COMMENTS: SUPERVISOR DETAILS NAME: POSITION: SIGNED: DATE: FEEDBACK TO STUDENT COMMENTS: SITE: DATE: EQUIPMENT USED: DETAILS: COMMENTS:
TASKS PERFORMED SUPERVISOR DETAILS NAME: POSITION: SIGNED: DATE: FEEDBACK TO STUDENT COMMENTS: SITE: DATE: EQUIPMENT USED: TASKS PERFORMED DETAILS: COMMENTS: SUPERVISOR DETAILS NAME: POSITION: SIGNED: DATE: FEEDBACK TO STUDENT COMMENTS: SITE: DATE: EQUIPMENT USED: DETAILS: COMMENTS:
TASKS PERFORMED SUPERVISOR DETAILS NAME: POSITION: SIGNED: DATE: FEEDBACK TO STUDENT COMMENTS: SITE: DATE: EQUIPMENT USED: TASKS PERFORMED DETAILS: COMMENTS: SUPERVISOR DETAILS NAME: POSITION: SIGNED: DATE: FEEDBACK TO STUDENT COMMENTS: SITE: DATE: EQUIPMENT USED: DETAILS: COMMENTS:
TASKS PERFORMED SUPERVISOR DETAILS NAME: POSITION: SIGNED: DATE: FEEDBACK TO STUDENT COMMENTS: SITE: DATE: EQUIPMENT USED: TASKS PERFORMED DETAILS: COMMENTS: SUPERVISOR DETAILS NAME: POSITION: SIGNED: DATE: FEEDBACK TO STUDENT COMMENTS: SITE: DATE: EQUIPMENT USED: DETAILS: COMMENTS:
TASKS PERFORMED SUPERVISOR DETAILS NAME: POSITION: SIGNED: DATE: FEEDBACK TO STUDENT COMMENTS: SITE: DATE: EQUIPMENT USED: TASKS PERFORMED DETAILS: COMMENTS: SUPERVISOR DETAILS NAME: POSITION: SIGNED: DATE: FEEDBACK TO STUDENT COMMENTS: SITE: DATE: EQUIPMENT USED: DETAILS: COMMENTS:
Cells Activity Review Function: Cells which perform metabolic functions. They can divide and differentiate Cells that provide flexible support without restraining growth Rigid thick cells with lignin. They are dead at maturity. A polymer in cell walls that makes them rigid and woody A type of sclerenchyma cell that are short and irregular in shape. They have thick lignified secondary walls. A type of sclerenchyma cell that are long, slender, and arranged in threads. A type of water conducting cell in the xylem of vascular plants. They are dead at maturity. A type of water conducting cell in the xylem of vascular plants that align end to end to form long micropipes A type of sugar conducting cell in the phloem that lack organelles. They have a companion cell whose nucleus and ribosomes are used. A type of sugar conducting cell in the phloem that allow fluid to flow between cells along the sieve tube. Not all Terms are in the diagram Diagram Number Function Letter Vocabulary Term Lignin Sclerenchyma cells Fibers Sclereids Sieve Plates Parenchyma cells Vessel elements Collenchyma cells Sieve-tube elements Tracheids
Coleus X hybridus Chrysantheum X superbum Chrysantheum morifolium Chlorophytum comosum Cercis canadensis Canna X generalis Buxus sempervirens Betula nigra Berberis thumbergii Begonia X semperflorens-cultorum Aucuba japonica Asparagus densiflorus ‘Spengeri’ Aracaria heterophylla Ajuga reptans/ Ageratum mexicanum/ Acer rubrum Acer palmatum Abelia X grandiflora .5 Scientific Name Coleus Shasta Daisy Florist Chrysantheum Spider Plant Eastern Red Bud Canna Common Boxwood River Birch Japanese Barberry Wax Begonia Japanese Aucuba Sprengeri Fern Norfolk Island Pine Ajuga Ageratum Red Maple Japanese Maple Glossy Abelia .5 Common Name 3 3 images 1 Informative Fact 3 3 Ways to Identify 1 1 Total Score HIH Rubric Plant Identification Resource
Part D: Angiosperms Despite differences in their reproductive organs, the basic principles of sexual reproduction are the same in both the plant and animal kingdoms. In this lab you will identify the structures of an Angiosperm flower (Rhododendron species) with their reproductive functions. Flowers are the reproductive organs in Angiosperms. Flowers produce male pollen containing sperm cells and seeds, which develop from the fertilized egg within the ovule. When mature, seeds are contained within fruit. Materials: 1 Flower 1 Scalpel or Razor Blade 1 Dissecting Microscope 1 Light Microscope 1 Slide and Cover Slip Procedure:
This checklist is to be used for the initial purchase and storage for the operational area. Operational Area (School/ Department/ Research Group/ Project) Date Completed by Authorised by (Line-manager/ Lab Management) ___________/____________/__________ ___________________________________ ___________________________________ Description of plant/equipment Quantity requested Supplier Quantity to be approved by Area Management as the total storage capacity of each Operational Areas must to be assessed prior to purchase Location of storage and use (Identify building, laboratory and storage locations, may be multiple locations) Record Keeping: It is the responsibility of the Faculty or Area to store all relevant records re: the purchase, commissioning and maintenance of all plant and equipment. Complete all sections prior to equipment order being placed To be completed by Manager/Supervisor of the area requesting purchase of the equipment. Checklist Yes/No or N/A Details / Action Required/ Advice Required LEGISLATIVE REQUIREMENTS Please identify any legislative requirements (Manufacture, installation, commissioning, decommissioning) including AS/NZS Standards that apply to this purchase. Please list: Please indicate any certification/license required (e.g. NATA testing for Laminar Flow Cabinets). Please list: Please indicate any specialist signage required for the building/laboratory/area. Please list: FACILITIES and EMERGENCY MANAGEMENT Is the proposed site for the plant or equipment fit for purpose/appropriate for use? Yes ☐ No ☐ If no please contact Properties, Facilities and Development for confirmation of suitability of location:
Are there appropriate emergency procedures and equipment in place to manage any incident associated with the plant? (e.g. Safety showers, eye wash, spill kits, fire extinguishers, first aid, guarding, safety stops, fire blankets) Yes ☐ No ☐ If no please contact Infrastructure Planning Manager and Emergency Planning Manager for advice. PLANT/EQUIPMENT MODIFICATION Will equipment be used as purchased or modified? If it will be modified, provide details of (alterations, design verifier/competent person, test results) Yes ☐ No ☐ Please list: Has the equipment been imported from overseas and therefore requiring of inspection & tagging by an electrician to ensure compliance with Australian Standards? (Please contact Curtin Electrical Department for advice) Yes ☐ No ☐ Please indicate tagging date: Please indicate the power supply (e.g. single phase, 3 phase etc.) that is required? Please list: If modification is to occur, has application for re-registration of the design and individual plant been arranged, where required under the Occupational Safety and Health Regulations and applicable Australian Standards? Yes ☐ No ☐ If no, please contact Worksafe WA for a suitable design Verifier. RISK ASSESSMENT AND SAFE WORK PROCEDURE Is an instruction manual written in English and available prior to purchase of the plant/equipment? Yes ☐ No ☐ If no, contact the manufacturer for a copy.
PRO-FORMA FOR SEEKING PLANNING APPROVAL FOR NEW ACADEMIC COURSES ADDITIONAL DELIVERY LOCATIONS FOR EXISTING COURSES NB: Please refer to the accompanying Notes to ensure this form is completed correctly Full title of Course and Intended Award(s) Academic Registry Ref No Faculty Managing Department 4. Delivery Site (one form per delivery location for courses delivered at one or more Associate Colleges) 5. Credit value of proposed course/stage of course (eg “120” for a level 6 progression route) 6a. Date of first intake (month/year) 6b. Annual intake points thereafter () 7a. Mode of Attendance (FT/PT) Semesters 1 and 2 Trimesters 1 and 2 Semester 1 only Trimester 1 only 7b. Method(s) of Delivery Distance, Blended or Work Based Learning) Semester 2 only Trimester 2 only Trimesters 1, 2 and 3 Trimester 3 only Other (please specify) 8. Delivery Pattern - Indicate the delivery pattern that will be used for this course () 2 Semesters across the Academic Year (Semester 1: September – January and Semester 2: February – June) 3 Trimesters across the Full Year (Trimester 1: September – January, Trimester 2: February – May, and Trimester 3: June – September) Other, non-standard delivery pattern (provide brief details of the proposed pattern and indicate: (a) whether there will be restricted access to the constituent modules for other courses (b) resource considerations (e.g. rooming) of the delivery pattern and (c) how the non-standard delivery pattern will align with the assessment process in terms of submitting results to existing DAPs and the Anglia Ruskin Awards Board) 9. Professional, Statutory or Regulatory Body Accreditation (yes/no – please state PSRB) 10. Anticipated Annual Recruitment (Headcount) 11. Cost Centre and Price Band 12. Tuition Fees Proposed Home/EU Tuition Fee: £ Proposed Non EU (International) Tuition Fee: £ 13. Funding Source ( as appropriate) HEFCE HEE Contract Other
SECTION 7 State Use of Funds Eligible Entity Allocation (90 Percent Funds) [Section 675C(a) of the CSBG Act] 7.1. Formula: Select the method (formula) that best describes the current practice for allocating CSBG funds to eligible entities. [Check one and narrative where applicable] Historic Base + Formula Formula Alone Formula with Variables Hold Harmless + Formula Other 7.1a. Formula Description: Describe the current practice for allocating CSBG funds to eligible entities. [Narrative, 5000 characters] 7.1b. Statute: Does a state statutory or regulatory authority specify the formula for allocating “not less than 90 percent” funds among eligible entities? Yes No 7.2. Planned Allocation: Specify the percentage of your CSBG planned allocation that will be funded to eligible entities and “not less than 90 percent funds” as described under Section 675C(a) of the CSBG Act. In the table, provide the planned allocation for each eligible entity receiving funds for the fiscal year(s) covered by this plan. Year One % Year Two % Planned CSBG 90 Percent Funds – Year One CSBG Eligible Entity Funding Amount $ Pre-populates from the CSBG Eligible Entity Master List Enter the dollar amount for each eligible entity for the first FFY covered by this plan Total Auto-calculated Planned CSBG 90 Percent Funds – Year Two CSBG Eligible Entity Funding Amount $ Pre-populates from the CSBG Eligible Entity Master List Enter the dollar amount for each eligible entity for the second FFY covered by this plan Total Auto-calculated Note: This information pre-populates the state’s Annual Report, Module 1, Table E.2. 7.3. Distribution Process: Describe the specific steps in the state’s process for distributing 90 percent funds to the eligible entities and include the number of days each step is expected to take; include information about state legislative approval or other types of administrative approval (such as approval by a board or commission). [Narrative, 5000 characters] 7.4. Distribution Timeframe: Does the state plan to make funds available to eligible entities
Township: Range: Section(s): Land Information: Forested Acres: Plan Acres: Tract Acres: LANDOWNER OBJECTIVES The purpose of forest management is to achieve and maintain a healthy and productive forest. Depending upon your goals, forest health and productivity can be measured by the amount or quality of wood products, diversity of wildlife species, variety of recreational opportunities, or intensity of personal enjoyment your woodlands provide. The following objectives have been identified as important to you and your property: SIGNATURES AND APPROVALS This landowner Plan (Tracking number ) is provided as a guide to help you accomplish your objectives. This Plan will guide you in achieving the benefits of managing your forest and forest related resources. I certify that this FOREST STEWARDSHIP MANAGEMENT Plan meets the requirements of the federal Forest Stewardship Program. ________________________ Plan Preparer Date I certify that this FOREST STEWARDSHIP MANAGEMENT Plan meets the requirements of the federal Forest Stewardship Program. ________________________ Forestry Regional Supervisor Date I certify that this FOREST MANAGEMENT Plan meets the requirements of the USDA Environment Quality Incentives (EQIP) Program and/or the Quality Criteria for forest activity plans in Section III of the USDA NRCS Field Office Technical Guide. _____________________ Technical Service Provider Number Date
Helpful Internet Sites: soil and physical resource information: . USDA NRCS Field Office Technical Guide (FOTG): . publications: . US Forest Service publications: . Forest health updates for the central states including : . timber price trends: . American Tree Farm System: . Tree Farm System: . Missouri Forest Products Association: . : . University of for Agroforestry: . Consulting Foresters Association: . Missouri Department of Conservation: . I– Supporting Documents/Stand Information This section contains base-line data or supplemental information and documentation that supports or guides the management of your forest and forest related resources. This information may also be required for federal or state cost share programs. Stand # # Plots Taken BA/ Ac AGS BA/Ac UGS BA/Ac B-level BA/Ac C-level BA/Ac Stocking % Vol/ Ac Average Diameter Total Trees/ Ac # Culls/ Ac # Snags/ Ac # Dens/ Ac 1 2
Challenges that our district faces are: Case managers have not had complete access to some of the district monitoring tools. The case managers will need time to become more accustomed to the data that these tools provide. Change in routine and methods. Case managers will need to adjust to higher expectations of student monitor. The case managers will need to make sure that they monitor the IEP goals versus grade level standards. The development of a uniform Progress Report form with data will take time to perfect. Case Managers presently have a progress reporting tools but lack uniformity across the district. A Progress Report form will be need to support to the different grade levels and contents as well as simple enough to track district-wide. Behavior There was minimal data to analyze on student behaviors over the last several years. The district’s lack of a behavioral liaison for several years was evident based on the development of these goals. The goals lacked data driven expectations and strategies. The review of records pointed out that most BIPs/behavior goals lacked support for effective data monitoring. The goals did not have attainable and measureable goals for behavior. The district had not been comparing discipline to the actual expectations of the behavior goals. After professional development is conducted with EC Staff, Counselors, and Principals, the behavior liaison will: Collect the data related to behavior goals to monitor the effectiveness of the implementation of behavior goals for students Monitor the fidelity of behavior goal implementation Develop alternative solutions to support appropriate behavior by the student Our district’s goal is to have students meet 80% of their BIP/behavioral annual goals each year. In order to effective determine if IEP goals are met, the behavior liaison will need to collect the data from the case managers for assessment. In order for the students to meet 80% of the behavioral goals: IEP teams need to develop research –based strategies that can be effectively monitored Behavior Liaison will need to provide monitoring and coaching on the proper steps to implement the strategies and collection of data
Population Regional cities (1) 2011 716,000 2015 749,000 2031 933,000 2051 1,199,000 Average annual % change 1.12% Average annual % change 1.32% Population Peri-urban areas[2) 2011 269,000 2015 286,000 2031 376,000 2051 502,000 Average annual % change 1.48% Average annual % change 1.58% Population Regional Victoria balance 2011 432,000 2015 427,000 2031 441,000 2051 467,000 Average annual % change -0.28% Average annual % change 0.25% Population Metropolitan Melbourne(3) 2011 4,121,000 2015 4,480,000 2031 5,984,000 2051 7,918,000 Average annual % change 2.11% Average annual % change 1.59% Population Victoria 2011 5,538,000 2015 5,941,000 2031 7,733,000 2051 10,086,000 Average annual % change 1.77% Average annual % change 1.48% Includes the Local Government Areas of Greater Geelong, Greater Bendigo, Ballarat, Greater Shepparton, Latrobe City, Wodonga, Warrnambool, Mildura, Wangaratta and Horsham. Includes the Local Government Areas of Bass Coast, Baw Baw, Golden Plains, Hepburn, Macedon Ranges, part of Mitchell outside the urban growth boundary, Moorabool, Murrindindi, South Gippsland and Surf Coast. Includes the 31 municipalities that make up metropolitan Melbourne, plus part of Mitchell Shire within the urban growth boundary. Source: Victoria in Future 2016
Understanding the NDIS What is the NDIS? The NDIS supports people with disability to access the services they need to live the life they choose. The NDIS provides funding for the disability-related supports people need to achieve their goals. Who can access the NDIS? Eligibility for the NDIS depends on the nature of your disability, your age, where you live and your citizenship status. You may be eligible for the NDIS if you: have a disability, condition or impairment that is permanent, and means you usually need support from another person or equipment to do everyday things are aged under 65 live in an area where the NDIS is available, and are an Australian citizen, permanent resident or hold a Special Protected Category Visa. Check your eligibility and when the NDIS is coming to your area on the NDIS website or call 1800 800 110. Who can support me? You can ask important people in your life, such as family, friends or an advocate to support you on your journey and communicate your needs to the NDIS. What is covered by the NDIS? The NDIS provides funding for ‘reasonable and necessary’ supports that are: related to your disability good value for money likely to be effective and beneficial, and take into account existing support received from family members, carers and the community. The NDIS does not pay for day-to-day living costs, such as food, bills, medicine, gym memberships, holidays and other personal expenses. These costs are paid for with your income or pension. The NDIS does not replace support already provided by mainstream services in the health, education, employment and community sectors. These sectors will continue to provide support as usual. How does planning work? Planners, also known as Local Area Coordinators (LACs), work with each person to develop a plan based on their day-to-day needs and longer term goals. From this plan, funding is provided for reasonable and necessary support to ensure people can have their needs met and work towards achieving their goals.
Your NDIS planning meeting Your NDIS planning meeting is a conversation between you, other important people who support you, and your NDIS Planner or Local Area Coordinator. Your NDIS meeting can be: in person, or over the phone. When you are contacted, you can ask for the option that suits you. You can request a meeting if that is your preference. When you have your planning conversation you can bring important people along with you such as family members, friends, staff or an advocate. When you have your planning conversation you can bring important people along with you Your NDIS planning checklist When you have your NDIS planning meeting, it is a good idea to take: your Plan My Future workbook that will assist the planner to get to know you, what’s important to you, and your goals and needs any other recent client, or lifestyle plans health and behaviour support plans therapy assessments letters from doctors or specialists any other recent information about you or your disability.
Electric plan and/or lighting plan identifying lighting installments Interior room finish schedule Kitchen exhaust ventilation plans including drawings Hand sinks and toilet facilities with soap and towel provisions Warewashing facilities and food preparation sinks Restrooms/toilet facilities Storage rooms/areas for food Service sink/cleaning facilities Chemical storage area Employee storage area/change rooms OPERATION INFORMATION Type of Food Operation: _ Restaurant Institution Caterer Commissary Retail Food Store Mobile Temporary Other:__________________ Indicate any of the following highly susceptible populations that will be catered to or served: Day Care Center Health Care Facility School with pre-school aged children or an population Assisted Living Center Other: Hours of Operation and Maximum Meals to be Served: Hours Open close Sunday 11:00am 10:00pm Monday 11:00am 10:00pm Tuesday 11:00am 10:00pm Wednesday 11:00am 10:00pm Thursday 11:00am 10:00pm Friday 11:00am 10:00pm Saturday 11:00am 10:00pm Meals (provide Number Breakfast Lunch Dinner Other
Type of Service (check all that apply): Sit Down Meals Take Out/Delivery Catering Buffet/Self-Service Outdoor Service Area Full Service Bar Other: Customer Utensils: Single-Use/Disposable Plates Glassware Utensils Multi-Use/Reusable Plates Glassware Utensils Number of Indoor Dining Seats: ____ Number of Outdoor Dining Seats: _____ COLD STORAGE Anticipated frequency of frozen food delivery: ___________ Anticipated frequency of refrigerated food delivery: ________ Provide information on the amount of space allocated: _________ Refrigerated Storage: ________ Frozen storage: _____________ DRY STORAGE Identify the location that will be used for dry storage of food items:______________ Identify the location and containers that will be used to store bulk food products (rice, flour, sugar, etc.): ___________________________________________ FOOD HANDLING PROCEDURES Explain the handling/preparation procedures for the following categories of food. Describe the processes from receiving to service including: • How the food will arrive (frozen, fresh, packaged, etc.) • Where the food will be stored
and design activities (6 days). Sustainable development specialist: supporting the state-of-the-art study (15 days). Local technical assistant: responsible for the link between the implementer and the local team (5 days). Outcome 2: Set of indicators and their protocols, and proposal of their basic information products Senior sustainable development and climate change specialist with extensive experience in the design and use of indicators: designing and supervising activities 2.1 to 2.4 (30 days). Sustainable development specialists with interviewing experience: supporting the national consultation (35 days). Local sustainable National travel to interview experts (5 days each, 2 people). International travel for workshop and validation meetings (2 people, 5 days) 1-day workshop and 2–3 validation meetings (1 day each) 50,900 66,700
development specialist: supporting consultations and workshop (15 days, UIACC). Workshop facilitator (3 days). Outcome 3: Validation of indicators Senior sustainable development and climate change specialist (26 days). National and international specialist (50 days). 38,100 50,800 Outcome 4: Meeting of experts Specialist in geoinformatics: designing and supervising activities, reviewing results (20 days). Local sustainable development specialist (11 days), preparing workshop and facilitator (6 days international specialist, 10 days local specialist). Travel of experts and participants to the international exchange meeting in Guatemala (8 people, including 2 technical assistance experts, 3 days each) Meeting to exchange experiences (2 days) 31,400 41,080 Outcome 5: Recommendation for the architecture of the defined Senior geoinformatics specialist: designing and supervising International travel for interviewers (3 trips, 3 people, 5 Validation meeting (2 days) Interviews (18) and via Powerful server with powerful connections to workstations or cloud workspace for storing (40,000) (50,000)
Program Goal #2 Enter goal here Student Learning Outcome Year of Cycle UNM Essential Learning Goal Assessment Measure Performance Benchmark Program Goal #3 Enter goal here Student Learning Outcome Year of Cycle UNM Essential Learning Goal Assessment Measure Performance Benchmark What is your plan for using assessment results? Please answer the following questions, which are intended to support institutional effectiveness planning and enhance information gathering and sharing. How will you use each year’s assessment results to improve student learning or inform curricular decision making? How will you communicate assessment results to faculty who could use the information to make curricular decisions? How will you determine whether program changes produced what you intended? What processes do you have in place to ensure that annual assessment information is used to make curricular decisions?
unless they have already completed a similar form within the last three years Completed “Tenderer’s Declaration” document The Tenderer signs to show that they have fully understood and accepted the tender document See Annex B Contact details of three Referees Contacting the Referees, Plan International can be assured on competency of Tenderer Type of contract, period of performance, company name, contact name, telephone number, e-mail Bid details Annex C, D, E & F List of Tenderer’s main customers including any Non-Governmental Organisations and U.N. agencies The Tenderer assures Plan International on its experience in the sector As necessary to provide Plan International with proper and complete information Audited accounts for the last two years The Tenderer demonstrates it has resources to perform the contractual obligation This should include both Profit and Loss account and Tenderer’s Balance sheet If the Tenderer is not an individual person, Certificate of Company incorporation Evidence of corporate’s identity As per the legal requirements in the State of incorporation of the Tenderer Company profile The Tenderer provides information on its structure. As necessary to provide Plan International with proper and complete information Management Of Contract Proposal + Reporting Tenderer to provide information on how they would manage the Plan contract and advise on how the type of management reports Plan could expect As necessary to provide Plan International with proper and complete information 8. Contract Payment terms Tenderers are invited to note that, if awarded the contract, Plan’s standard terms of payment will be 30 days after the end of the month of receipt of invoice or, if later, after receipt of the Goods/Services/Works. 9. Disclaimer Plan International reserves the right to alter the schedule of tender and contract awarding. Plan International reserves the right to cancel this tender process at any time and not to award any contract.
Lesson Plan: Seasons Activity Time Classroom English (Topic/vocab/expressions) Materials Notes Greeting 2 mins Good Morning/Good Afternoon. How are you? I’m great/sleepy/fine/hungry. Thank you. Try to get the students to answer in different ways. Don’t accept “Genki” Use gestures as well. Introduce Today’s Goals 5 mins Ask them “Do you know any seasons in English?” “Today we are going to learn about the seasons.” This can be done in Japanese so they understand. Learning the Seasons 15 mins Ask students the questions on the PowerPoint. “What do you like to do?” Ask “Do you understand?” ‘The Seasons’ PowerPoint PC Projector or TV You can use some Japanese to help translate, but try to use English as much as possible. Use body language to help show the seasons. Review the PowerPoint Think, Pair, Share 10 mins Ask students questions about the PowerPoint. “What is your favorite season?” “What do you do in summer?” etc. Ask the question then have them work in pairs to discuss before singling out any student to answer. Worksheet 10 mins “Okay let’s try this worksheet!” “Raise your hand if you need help” Spelling the Seasons worksheet Or Missing Words worksheet This depends on your class’s English ability. If they can already write a little use the Missing Words worksheet. If not use the Spelling the Seasons worksheet. Go around helping. Farewell 1 min “See you next time!” This lesson is to teach students to talk about the seasons in English. Not only that, it helps to encourage students to discuss what they like to do. They should be able to say “I like to ………..” by the end of the lesson.
not conducive to longitudinal data collection direct or indirect assessments. conducive to longitudinal data collection Summary of Results No results are reported and do not link to the learning objectives. No quantifiable data is included nor are results evident Results are provided for partial assessment method and data is included, but it may be somewhat incomplete. A partial data summary is included Results are reported for each stated assessment method, whether direct or indirect, and the results are clearly linked to the objectives. The data summary is complete and robust MEASURE NEEDS IMPROVEMENT (1) EMERGING (2) ADEQUATE (3) DEVELOPED (4) Action Plan The action plan is vague and does not include any specific actions to support a continuous cycle of improvement. The action plan recognizes if changes are needed, and has data to support program modifications, but the plan is lacking with regard to rationalizing changes in the curriculum, pedagogical practices, and implementation of new approaches. The action plan may not explicitly state why changes are not necessary. The action plan demonstrates a recognizance of how assessment informs change, and action plans directly inform student learning. Targets and analyses are apparent but may lack longitudinal scope. The action plan is specific with regard to data and targets, recognizes any need for changes to the curriculum, pedagogical practices, and implementation of new technologies, and has examined the impact of previous action plans by re-measuring and collecting data on the outcome. It fully closes the loop on previous plans and looks ahead to new ones.
English Checklist to ensure readiness for Grade 11 English and to prepare for PLAR for mature student English assessment. Fill this out with your instructor. See how much you’ve accomplished! If you can check these all off, you should be ready to write your PLAR English Assessment and move on to a Grade 11 English credit. Reading Writing Level 1 recognizes common symbols recognizes sight words decodes common words using phonics scans simple text for familiar words reads 2-3 sentences retells story Level 1 copies from text uses capital letters uses basic phonetic spelling uses ‘ed’, ‘ing’, ‘s’ endings simple sentences uses basic punctuation Level 2 uses phonics and word parts to decode reads a short text (2-3 paragraphs) to find simple information Level 2 writes on topic capitalizes proper nouns uses paragraph form
identifies main idea makes inferences, expresses opinion follows simple written instructions self corrects good basic grasp of punctuation, spelling, grammar, (correct verb tense, subject verb agreement) Level 3 reads short essay to identify topic and purpose identifies writer’s point of view makes predictions draws conclusions Level 3 compound sentences uses linking words uses descriptive language well organized paragraphs with details Level 4 makes difficult inferences develops and clarifies own point of view derives meaning from uncommon vocabulary and sentence structure Level 4 very few spelling errors wide variety of sentence type, structure well linked, developed paragraphs uses expressive language Level 5 demonstrates critical thinking skills (analysis, comparison, evaluation) demonstrates knowledge of literary devices (simile, metaphor) Level 5 sophisticated and effective command of vocabulary creative, persuasive written material logical development of topic
Plan and Policy Making: Planning Approaches and Focus Understand the various approaches and instruments used in small and large scale plan making and policy development. Able to determine the challenge or opportunity to be addressed. Able to select an approach to and clarify the focus of the plan. Nil Expert 0 1 2 3 4 5 ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ Plan and Policy Making: Developing Visions and Outcomes Understand approaches to the development of visions and outcomes. Able to use analysis and processes to assess possible options. Able to develop visions and outcomes. Able to articulate, present, and defend visions, plans and policies. Nil Expert 0 1 2 3 4 5 ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ Plan and Policy Making: Strategic Information Gathering and Analysis Understand what information should be gathered. Able to gather information to enable a critical analysis of the situation. Able to analyze information gathered to support development of a proposal or plan. Understand how technology can gather input and analyze information. Able to apply technology to support analysis. Nil Expert 0 1 2 3 4 5 ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ Plan and Policy Making: Obtaining Input and Approvals Understand practices to effectively engage and gather input from key stakeholders. Able to prepare reports and presentations to support input gathering. Able to present analysis and reports, support discussions and make recommendations leading to approval. Nil Expert 0 1 2 3 4 5 ⃝ ⃝ ⃝ ⃝ ⃝ ⃝
Understand the importance of values and vision, and methods and processes for vision development and promotion. Apply a critical, integrative thinking approach to issues. Able to support the development of values and vision, monitor progress and identify when to make corrections. Nil Expert 0 1 2 3 4 5 ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ Leadership: Responsiveness and Influence Anticipates future needs and developments. Understand how to effectively engage stakeholders in complex issues. Understand how to connect needs and solutions and influence decisions. Able to propose influential recommendations to key stakeholders. Nil Expert 0 1 2 3 4 5 ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ Leadership: Teambuilding Understand team building techniques and dynamics. Act as a leader or member of a multi-function team. Build and motivate teams. Nil Expert 0 1 2 3 4 5 ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ Leadership: Climate of Excellence Understand frameworks to support quality and performance measurement. Understand the meaning of accountability and practices to support accountability. Able to apply practices and tools to manage for results and achieve positive outcomes. Nil Expert 0 1 2 3 4 5 ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ Leadership: Managing Resources and Results Understand policies and processes to effectively manage resources and results expected. Able to manage human and financial resources and achieve targeted results. Able to assess the use of resources and identify areas for improvement. Nil Expert 0 1 2 3 4 5 ⃝ ⃝ ⃝ ⃝ ⃝ ⃝
Index A access rights 5 adding classes to the classes panel 21 attendance attendance on census day 26 part-time mode of attendance 27 authorising the return 35 C calculating details 18 census details 16 classes information editing data 19 completion times 27 configuring PLASC return 10 copying return file 39 creating and validating PLASC return 29 D deleting classes from the classes panel 21 temporary web browser files 34 unauthorised return file 39 detail reports generating 33 printing from web browser 34 producing 32 transferring to a spreadsheet 34 E errors resolving 30 exporting the return 37 F failures resolving 30 fileset importing 12 folder name configuring 10 free breakfasts entering details 26 free school meals entering details 26 G general information 26 H head teacher’s teaching commitment entering details 26 I importing revised files for valdation and reports 12 preparation 12 L LA special classes entering details 27 N new return creating 15 O order of working 16 P part-time mode of attendance entering details 27 permissions 5 PLASC return 35 copying 39
Recruitment You also need to record any teaching posts you have advertised during 2016 (1st January – 31st December). See example below:- Key Stage Welsh Medium (Yes/No) Number of Applications Received Appointed (Yes/No) Key Stage 2 No 45 Yes
English as an additional language Stage of Acquisition Pupils age at 31.8.13 Date of Birth A – New to English B – Early Acquisition C – Developing competence D – Comment E – Fluent 12 or over 31/8/04 or earlier 0 0 0 0 0 11 1/9/04 – 31/8/05 0 0 0 1 0 10 1/9/04 – 31/8/05 0 0 0 3 1 9 1/9/05 – 31/8/06 0 0 0 3 1 8 1/9/06 – 31/8/07 1 0 1 2 1 7 1/9/07 – 31/8/08 0 2 1 1 0 6 1/9/08 0 1 2 1 1 5 1/9/09 – 31/8/10 0 4 3 0 1 Under 5 1/9/10 and later 3 5 1 0 39 Total 4 12 8 9 44 Pupils’ First Language First Language Number of pupils aged 5 or over at 31 August 2015 Arabic 1 Bengali 1 Chinese 2 English and/or Welsh/Cymraeg 251 Filipino 2 German 1 Hebrew 1 Hungarian 1 Italian 1 Japanese 1 Other Language 2 Panjabi (Any Other) 1 Persian/Farsi 1 Persian/Farsi (Any Other) 1 Polish 3 Portuguese 1 Russian 1 Slovak 1 Spanish 2 Swedish 1 Thai 1
Support Staff (this includes administration staff, Teaching Assistants, LSAs, HLTAs) and their part time hours, if applicable. NB a member of staff is deemed part time if they work less than 32.5 hours per week. To aid in the collation of this information the forms below may be useful (see our examples for guidance) Only include Peripatetic teachers if they work on census day. Full Name Teacher Category Teaches Welsh Hours of Welsh Taught Contact 1 year or less Part Time Hours Comments (Maternity, Sickness etc) Mrs G Grosvenor F Head teachers Yes 0 Not teaching Welsh Mr O Joyner M Deputy head teachers Yes 2 Miss B Bates F Other qualified teachers Yes 2 Off on maternity from 22/11/2015. Being covered by Ms T Orton Mrs J Boswell F Other qualified teachers Yes 2 Mrs C Brown F Other qualified teachers Yes 2 Mrs V Chard F Other qualified teachers Yes 2 Miss S Fortune F Other qualified teachers No T 10 Not qualified to teach Welsh Mr G Holyoake M Other qualified teachers Yes 2 Miss A Kent F Other qualified teachers Yes 2 Ms L Lawson F Other qualified teachers Yes 2 Mrs S Lester F Other qualified teachers Yes 2 T 25
Mr K Myles M Other qualified teachers Yes 2 Ms T Orton F Other qualified teachers Yes 2 yes Mr R Perrin M Other qualified teachers No Not teaching welsh Mrs E Stevens F Other qualified teachers Yes Off on Sickness from 02/09/2015 Ms D Turnball F Other qualified teachers No T 5 Mrs J White F Other qualified teachers Yes 2 Mr D Woods M Peripatetic No Yes Yes Yes 2 My Teaching Staff Full Name Teacher Category Teaches Welsh Hours of Welsh Taught Contact 1 year or less Part Time Hours Comments (Maternity, Sickness etc)
1.6 Pupils' ethnic background Ethnic group Number of pupils Asian and Any Other Ethnic Group 1 Black and Any Other Ethnic Group 1 Chinese and Any Other Ethnic Group 1 Indian 1 Information Not Yet Obtained 1 Italian 1 Mirpuri Pakistani 1 Other Mixed Background 6 Refused 6 Sinhalese 1 Sri Lankan Tamil 3 White British 1379 White and Any Other Ethnic Group 9 White and Asian 13 White and Black African 1 White and Black Caribbean 5 White European Other 10 White Other 6 1.7 English as an additional language Pupils age at 31.8.15 Date of Birth Stage of Acquisition A - New to English B - Early Acquisition C - Developing competence D - Competent E - Fluent
Norwegian 1 Portuguese 1 Sinhala 4 Thai 1 3.1 Teaching staff Full-time staff Part-time staff Men Women Men Total directed hours per week Women Total directed hours per week Head or acting head teacher 0 1 0 0 0 0 Deputy Head 2 0 0 0 0 0 Assistant head teachers 1 3 0 0 0 0 Other qualified teachers 27 45 1 13 6 114 Other teachers (not QTS but not 'unqualified') 0 0 0 0 0 0 Trainees on Initial Teacher Training courses 3 7 0 0 0 0 Foreign language assistants 0 0 0 0 2 12 Peripatetic teachers in school on the enumeration date 0 0 0 0 0 0 Total 33 56 1 13 8 126 3.2 Qualified teachers on contracts of one year or less No of full-time teachers Part-time teachers
Use a conventional "clip-on" inductive timing light to verify the timing accuracy and range. Only use a simple strobe light that does not have a potentiometer or display. The Plasma CDI’s waste-spark ignition will give erroneous readings on these strobe lights. Always use only the timing marks on the engine side of the flywheel. The reference for this is the split line of the case. The flywheel or prop extension must be graduated with the proper timing marks. TDC, 20 degrees, and 25 degrees BTDC markings are stamped on the flywheel engine side by the factory. Add markings at 35, 40, and 45 degrees. On 4-cyl engines, these markings should be duplicated 180 degrees out to reference the other ignition coil timing. On 6-cyl engines, the factory timing marks should be duplicated twice, 120 degrees and 240 degrees from TDC. Make a pointer in line with the case seam to help define your reference. Then, point the timing light from the cockpit in line with the center of the case, and your pointer, at the timing marks on the flywheel. Connect the strobe light lead to one of your high-tension leads (spark plug wires). Connect the strobe light to power. Check to confirm that manifold pressure is connected to your Plasma CD ignition box. Start the engine. The strobe light tests should be at engine idle, 600 - 900 rpm. Referencing the split line of the case and your pointer, make a written note of the actual ignition timing as seen with the timing light. This timing, with the manifold pressure connected to the box, is the most advanced position. Now, disconnect the manifold pressure hose from the Plasma CD box and check the timing with the timing light. Make a written note of the ignition timing; this is the most retarded position. Clip the timing light pickup to one of the ignition leads from the coil firing the next 2 opposing cylinders. The timing light should illuminate the opposite set of timing marks on the flywheel. Check the ignition timing with the manifold pressure hose connected and with it disconnected. If you are using a cockpit timing indication, calibrate that indication with the strobe light value. If you have a 6-cyl engine, you should check the timing on the coil firing the last 2 opposing cylinders using the same procedure.
Plasmolysis or Cytolysis Fill in the answers: HYPOTONIC, HYPERTONIC, or ISOTONIC. State whether the cell would undergo PLASMOLYSIS or CYTOLYSIS. You are given the percentage of either the solute or the solvent. Fill in the percentage of the other (they must equal 100%). Use an arrow to show the flow of the liquid into or out of the cell. 1. _55__% H2O 45 % Solute Cell: SWELL Env.: HYPOTONIC Plasmolysis or Cytolysis 2. _20__% H2O 80 % Solute Cell: SHRINK Env.: HYPERTONIC Plasmolysis or Cytolysis 3. 25 % H2O ___% Solute Cell: Shrink Env.: Hypertonic Plasmolysis or Cytolysis 4. 55 % H2O _45__% Solute Cell: SWELL Env.: HYPOTONIC Plasmolysis or Cytolysis 5. _50__% H2O 50 % Solute Cell: DYNAMIC EQUILIBRIUM (cell is normal) Env.: ISOTONIC Plasmolysis or Cytolysis NONE OF THE ABOVE: DYNAMIC EQUILIBRIUM 6. _12__% H2O 88 % Solute Cell: SHRINK Env.: HYPERTONIC Plasmolysis or Cytolysis 7. 100 % H2O ___0_% Solute Cell: SWELL Env.: HYPOTONIC Plasmolysis or Cytolysis 8. 89 % H2O _11___% Solute Cell: SWELL Env.: HYPOTONIC Plasmolysis or Cytolysis 9. __0__% H2O 100 % Solute Cell: SHRINK Env.: HYPERTONIC Plasmolysis or Cytolysis
1 The learner will know about tools and equipment used in plastering The learner must know: Assessment Requirements Evidence Location 1.a Hand tools used in plastering Learners should describe the uses of a minimum of three hand tools used in plastering. The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Learner log/reflective journal Observation of practical ability Expert witness evidence Professional discussion Report This list is not exhaustive and other appropriate assessment methods may be used. 1.b The correct care of hand tools used in plastering Learners should describe the correct care of hand tools used in plastering. 1.c The correct storage procedures for hand tools and equipment used in plastering Learners should describe the correct storage procedures for hand tools and equipment used in plastering. 1.d Why correct procedures for care and storage of tools and equipment are essential Learners should explain why correct procedures for care and storage of tools and equipment are essential.
3 The learner will understand how to prepare for plastering The learner must know: Assessment Requirements Evidence Location 3.a Checks required before starting to plaster Learners should describe checks required before starting to plaster. The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Learner log/reflective journal Observation of practical ability Expert witness evidence Professional discussion Report This list is not exhaustive and other appropriate assessment methods may be used. 3.b The characteristics of a range of common backgrounds for plaster Learners should describe the characteristics of a minimum of three common backgrounds for plaster. 3.c The process for checking the suction of a wall Learners should explain the process for checking the suction of a wall. 3.d A method for setting out a wall Learners should explain a method for setting out a wall. 3.d The process for fixing angle-beads Learners should explain the process for fixing angle-beads.
2. Documentation Relevant Legislation/Standards Y / N Comments Is plant required to be registered? Y N Is a user license required? Y N Key Reference material Plant Documentation Y / N Comments Are operator’s manuals accessible? Y N Is this a restricted use item? Y N Does this item require safe use documents/test? Y N 3. Hazard Identification Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk Level ENTANGLEMENT Can anyone’s hair, clothing, gloves, cleaning brushes, tools, rags or other materials become entangled with moving parts of the plant or materials? Y N
Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk Level IMPACT AND CUTTING Can anyone be crushed/cut/struck etc. due to: Material falling off the plant? Y N Uncontrolled/unexpected movement of plant/load? Y N Lack of capacity to slow, stop or immobilise plant? Y N The plant tipping or rolling over? Y N Parts of the plant disintegrating or collapsing? Y N Contact with moving parts during testing, inspection, operation, maintenance, cleaning or repair? Y N Being thrown off or under the plant? Y N Contact with sharp or flying objects? (e.g. work pieces being ejected) Y N The mobility of the plant? Y N Inappropriate parts and accessories being used? Y N Other Y N Hazards Inspected Risk Assessment Description of Risk Control Measures
Can anyone be injured by explosion of gases, vapours, liquids, dusts, or other substances? Y N TEMPERATURE/MOISTURE Can anyone come into contact with objects at high or low temperatures? Y N Moderate Unlikely Medium Element may cause burns. Ensure element is designed to only heat to safe (contact) temperature. Can anyone suffer ill health due to exposure to high or low temperatures? Y N Can anyone be injured or suffer ill health due to exposure to moisture? Y N OTHER Can anyone be injured or suffer ill health from exposure to: Heating plastics may give rise to hazardous fumes or gases. Ensure equipment is appropriately ventilated (e.g. local exhaust system, large open room etc.). Chemicals? Y N Toxic gases or vapours? Y N Minor Unlikely Low Fumes / Dusts? Y N Minor Unlikely Low Other? (please specify) Y N 4. Risk Assessment Signoff Authorised By: Signature: Date: