zilongwang/ReadingBank huggingface dataset:
Table of Amendments Amendment Detail Effective Date Attachment 1 items J and N Remove listing process details on engaging CDU/BIITE under the Partnership Agreements 04 May 2010 Attachment 1 Remove “Indigenous Community Organisations” from Supplies exempt from the requirement to see public quotations/tenders. This resulted in consequential “renumbering” for latter items listed 1 July 2010 Attachment 1 item M Amended period of BIITE Partnership Agreement to reflect new agreement period 14 March 2011 Attachment 1 new item O Amended new item purchases - required by NT Police Territory Response Section – Specialist Tactical Equipment 14 March 2011 Attachment 2 new item J Added new item which is exempt from requirement to consult with ICN NT when seeking Supplies from outside the NT – namely NT Police Territory Response Section specialist tactical equipment 14 March 2011 General Introduced a sixth procurement Tier Replaced “NTICN’ with Industry Capability Network (NT) to reflect name change PR7 re-numbered to PR8 – consequential re-numbering throughout 1 July 2012 Attachment 1 C Made it clearer that the list of art works was not exclusive and added some other relevant categories 1 September 2012 Attachment 1 J (i) Revised the description of the CDU partnership agreement in line with the most recent agreement 1 September 2012 Attachment 1 L Amended the PWC exemption to reflect Government’s decision on competitive tendering for electricity 1 September 2012 General Formatted for WCAG2.0 accessibility – changes to formatting, spelling, grammar and punctuation. 1 January 2013 PR8.4 II Attachment 1 O Removed requirement for Gazette publication in line with changes to Procurement Regulations 20 March 2013 PR8.4 II Attachment 1: H: Removed listing of specific designated remote police stations. 21 March 2014
Table of Amendments Amendment Details Effective Date PR8 Amend PRB role to incorporate changes due to new increased procurement activity levels (Tiers increases Quotation and Select Quotation, etc.) 30 March 2009 General Introduced a sixth procurement Tier Replaced “NTICN” with Industry Capability Network (NT) to reflect name change PR8 re-numbered PR9 (consequential re-numbering throughout) 1 July 2012 PR9.2 X and XI Removed the 11am and 9am start times for the Darwin and Southern Region Procurement Review Board meetings 1 July 2012 PR9.2 VI and VIII Amendments necessary to clarify the process for appealing PRB decisions in line with the Regulations, and provisions moved here from PO9.4 Included PR9.2 XII to provide clearer guidance with this Direction on the limits of Southern Region PRB consideration 1 September 2012 PR9.4 II a Changed “endorse” to “note” of all future tender activity in line with Regulations and practice, and included Tier Four requirements 1 September 2012 PR9.4 II n Included approvals from Government Entities which is required in PO13 but missing from this list 1 September 2012 General Formatted for WCAG2.0 accessibility – changes to formatting, spelling, grammar and punctuation 1 January 2013 General Changes to implement 2014 Procurement Reforms 1 July 2014 General Formatted for web compatibility 15 February 2016
Rebecca Cansdale Assistant Private Secretary to Chief Medical Officer Department of Health Briefing CMO Sally Davies Chief Medical Officer Department of Health CMO being briefed Daniel Palmer Senior Press Officer Department of Health Dan.Palmer@dh.gsi.gov.uk Approving press release Thomas Skinner Press Officer Department of Health Preparing press release Andrew Edmunds Private Secretary Department of Health Andrew.Edmunds@dh.gsi.gov.uk Briefing minister Daniel Poulter Parliamentary Under Secretary of State for Health Department of Health Minister being briefed Bayan Amin Statistical Officer Department of Health Bayan.Amin@dh.gsi.gov.uk Preparing briefing Paul Harrison Special Adviser Department of Health Briefing minister Edward Jones Special Adviser Department of Health Briefing minister * Please give a justification for each official listed, e.g., preparing briefing, approving briefing, preparing press release, briefing minister, minister being briefed
Name: Equation Balance Mat Practice I Solve the following equations, using cups and counters on the equation balance mat shown below. Show a check for each. 1. a + 3 = 12 2. g − 6 = 4 3. b − 8 = 5 4. h + 7 = 15 5. c − 9 = 2 6. s + 6 = 15 7. d + 5 = 9 8. x − 3 = 17 =
Create an applet and draw the pong board: a rectangle two ‘gutters’ a centre line Make sure the left and right gutters are stored as variables. Incorporate your bouncing ball code, make sure it bounces off the gutters, not the rectangle. Draw two paddles – left and right. Make sure their x- and y-values and their height are stored in variables. You may choose to create a Paddle object OR code them into the main class – it is your choice. Incorporate the KeyListener. Control the left paddles up movement with the ‘w’ key and down movement with the ‘s’ key. Control the right paddle with the up and down arrow keys. Make sure that the paddles do not go past the top or bottom edges of the rectangle. Write code to allow the ball to bounce off the paddle, but stop if it hits the gutter. Get collisions happening for the left paddle first, before moving on to the right paddle. See diagram. You need to test if the ball is between the top of the paddle and the bottom of the paddle, but you cannot test against the Y co-ordinate of the ball, you must test against the middle of the ball. Eg. if (ball_y + (ball_size/2) >= paddle_y) // the ball hit below the top edge // of the paddle Once the ball correctly stops when it hits either gutter, comment out the line that stops the ball, and add in a line that incorporates scoring and re-spawns the ball from the centre of the game. If the ball hits the right gutter, the left player should win a point and the ball should spawn in a way that will make it move upwards and to the left. If the ball hits the left gutter, the right player should win a point and the ball should spawn in a way that will make it move upwards and to the right. Write code to display these scores on the applet (see image). If you want to add in an additional level of difficulty, add code to increase the ball speed with each hit of the paddle.
3x – 2x + 3 = 7 1x + 3 = 7 We call this step “combining like terms” because to set up we already put together terms that are the same (cups are same terms just like 2x and 3x are same terms) Ask the students what to do next as they already have practice solving one-step equations. Repeat the process as many times as needed for your students using the cups and counters for two-step equations that combine like terms. Direct students to complete questions 1- 6 of the “Equation Balance Mat Practice 2” worksheet. Provide assistance where needed Explain to the students that up to this point, they have been solving equations with only addition and subtraction. The equation 2x = 12 involves multiplication. Ask the class what the term “2x” means. (“Two x’s” or, in our model, two cups.) Then, set up the model of the equation by adding 2 cups on the left side of the mat and putting 12 counters on the right side to form a balanced equation. Ask the students to tell you the next step in solving this equation, using the model. (Divide 12 counters on the right side into two equal groups to match the two cups on the left side). Because 2 cups are equal to 12 counters, 1 cup must equal 6 counters. Provide as much additional practice as a group as needed using equations such as 3x = 15, model it with the procedure outlined in the previous step. When the students are ready for individual practice, assign equations 7 -9 on the worksheet. Explain to the students that so far, they have been solving equations with only positive numbers, but now they will see how to solve equations that include negative numbers. Display 3 positive counters (3 ones) to the students and ask them the value of the 3 counters. Then, place 3 negative counters (minus ones) next to the 3 positive counters and ask the students the value of the 6 counters all together. They should respond by saying “zero.” If they do not, be sure to place each positive counter directly next to a negative counter so they can see why the value is zero. Refer to the combination of a positive and a negative together as a “zero pair.” Ask the students to make zero in any form with their counters. Some will simply use 1 positive and 1 negative counter, while others may use 5 (or any equal number) of each. Allow students to share their zero pairs with each other.
AR Remediation Plan – Equality/Solving Equations Solving Practical Problems Using One-Step Equations STRAND: Patterns, Functions and Algebra STRAND CONCEPT: Equality/Solving Equations SOL: 6.13 Remediation Plan Summary Students solve one-step linear equations in one variable involving practical problems. Common Errors and Misconceptions Students may confuse the operations when translating the equations. Materials “Warm-up” handout “Algebra Practice” handout Introductory Activity Distribute the “Warm-up” handout and have students work in teams of two to solve and translate the equations. Engage students in a whole class discussion to review the answers Plan for Instruction Ask a student to read the following problem aloud to the group: The Yankees and the Red Sox played a baseball game. The Yankees scored 5 runs. The sum of the two scores was 12. What was the Red Sox’ score? Explain that the first step in solving the problem is choosing a variable to represent the unknown, e.g., the Red Sox’ score. Write “r = the Red Sox’ score” on the board for reference. Then, write an algebraic equation for the problem: 5 + r = 12, which means “the Yankees’ score of 5 runs plus the Red Sox’ score, r, is 12.” Solve this equation on the board with student input. State clearly in writing at the end that the Red Sox scored 7 points. Ask a student to read the following problem aloud to the group: John has 10 pairs of socks in his drawer. Some are dress socks and some are athletic socks. He has 3 pairs of dress socks. How many pairs of athletic socks are in his drawer? Demonstrate that the first step in solving the problem is choosing a variable to represent the unknown, e.g., the number of pairs of athletic socks in the drawer. Write “w = the number of pairs of athletic socks in the drawer” on the board for reference. Then, write an algebraic equation for the problem: w + 3 = 10. Solve the equation with input from the students. State clearly in writing at the end that there are 7 pairs of athletic socks in the drawer. Ask a student to read the following problem aloud: Maggie picked up 4 times as many golf balls on the golf course as Ron. The total number of golf balls in Maggie’s bucket is 36. How many golf balls did Ron find? Let r represent the number of golf balls Ron found. Write “r = the number of golf balls Ron found” on the
engaged Unfortunately we don't really expect them to reach the final round. hopeful Inspector Morse believes the blind man committed the murder. guilty Task 6. Complete the crossword using the missing words from these sentences. clUES ACROSS CLUES DOWN 1My client will be able to give…to your queries at this afternoon's press conference. 3 I was furious the teachers for allowing such bullying to carry on unchecked. 4 Since the stroke Lucy has … on her children for all her basic needs. 11 The class had a stimulating discussion … the refugee crisis. 2 I feel my main job will be to ….the board of the need for substantial investment. 13 We regret to announce that this evening's flight will be subject to a …of fifty minutes. 15 The committee … her for the high standard of her application. 16 We try to … products for the more discerning customer. 17 Our paper is made …100 per cent recycled pulp. 18 We felt that such a rude response was not …of a person in his privileged position. 2 There will be no problem …you with all the spare parts you require. 3 I really can't worry about …he has personal problems or not. 5 The National Health Service seems unable to cope with the increasing …for high-tech procedures. 6 The manager insisted …we leave immediately. 7 The trust is going to … him with a substantial annual income. 8 The beach was … with happy holidaymakers enjoying the sunshine. 9 I look forward to …the new sales manager next month. 10 Findler and Outhwaite have agreed …represent us at the pre-trial hearing. 14 We crowded around the telephone as we were all …for news of my father's progress. 17 I blame the government … not recognising the problem soon enough.
Q9 This was a reminder re using the Office of Public Guardian. Lasting Power of Attorney can be put in place by an individual whilst they have mental capacity to support decision making if they should lose it. My understanding is that the Court of Protection (COP) can make a decision regarding someone’s deprivation and so on at home. The helpline for the COP is open 24/7. They can make a decision over the phone. An interim decision can save money and litigation. Panel reinforced that Court of Protection is an option but as a general point, staff should in the first instance seek advice within their own organisation, including legal advice if required.
are receptive to and include children’s views of their own learning include information from a wide range of sources to help them assess and plan effectively reveal each child’s specific strengths and capabilities and any gaps in achievement that may benefit from additional early intervention include the perspectives, knowledge, experiences and expectations of families provide families with information and ideas to support the child’s learning at home and in other services value the culturally specific knowledge about children and their identity, wellbeing, learning and development that is embedded in their communities are transparent, giving all adults close to the child access to best ‘next steps’ in promoting a child’s learning and development. (VEYLDF, P. 13) Assessment serves many purposes and takes many forms. This practice guide examines assessment for learning and development. Assessment for learning and development can be defined as: …the process of gathering and analysing information about what children know, can do and understand. It is part of an ongoing cycle that includes planning, documenting and evaluating children’s learning (Early Years Learning Framework for Australia (EYLF), DEEWR 2009, P. 17). Early childhood professionals approach assessment in different ways because of their different roles and the service types they work in. Some examples of different assessment strategies or tools and their purposes are listed below. PROFESSIONAL PURPOSE EXAMPLE OF ASSESSMENT STRATEGY OR TOOL Maternal and child health nurse To provide a comprehensive and focused approach for the promotion, prevention and early detection of the physical, emotional or social factors affecting young children and their families, and intervention and support where appropriate. Key Ages and Stages Framework Parents’ Evaluation of Developmental Status (PEDS) Educator in education and care setting To identify a child’s strengths, abilities and interests to inform planning and practice, and to support conversations about children’s learning and development with families and other professionals Anecdotal records Teacher in the early years of school To inform (for example) literacy planning and support conversations about children’s literacy development and learning with families English Online Interview
on children’s strengths, abilities and interests, and what they already know and can do. What follows are some tools and examples related to aspects of integrated teaching and learning approaches: engaging with children in play having conversations and interactions that support learning planning experiences to deepen and extend children’s knowledge, understanding and skills differentiating learning opportunities for individual learners planning a balanced curriculum using all five Learning and Development Outcomes creating physical environments that promote learning. Engaging with children in play Children learn best when they are engaged. Play, projects, daily routines and real life examples are effective ways to engage children in learning. Adults play a variety of roles in extending children’s learning through play. These include: modelling or demonstrating, e.g. how children can join in the play or share ideas or equipment facilitating play by providing resources or materials to support play and designing environments that provide flexible, inclusive play spaces extending children’s learning by asking open-ended questions, making suggestions, asking children to make predictions, or discussing how their ideas could be developed further responding to spontaneous learning opportunities, especially to develop children’s understanding of literacy, numeracy and science concepts monitoring to ensure that every child is included and that the environment is safe, interesting and able to support every child’s learning and development documenting and assessing to track how every child’s learning across the Learning and Development Outcomes is being promoted through play reflecting on children’s play and their role in promoting children’s learning in play advocating for play-based learning by talking with children, families and other professionals about the value of play for learning. Adults have to be involved in play at times if children are to learn about fairness and inclusion. They do more than direct children or remind them to ‘be nice to each other’. For example, adults can support children’s learning about friendships and being fair and inclusive by modelling or helping children to use appropriate ways to join play and asking questions such as ‘How do you think it feels if someone says ‘you can’t play with us’?’ or ‘What would be a fair thing to do? Reflective questions Make a list of all the ways you contribute to children’s play. Are there times when it is appropriate for professionals to ‘stand back and let children play’? Why or why not?
Does the current practice limit children’s sense of agency and capacity for decision making? What would children and families think about a different approach to the program? What challenges might arise from adopting an indoor-outdoor program? How could those challenges be addressed? Could a change improve learning and development outcomes for children? If a decision were made to change the program how would educators know if it has been worthwhile for children’s learning and development? How long would the educators need to trial the change? If some educators were unsure about making this type of program change, what might help to address their concerns? Reflective questions How might the VEYLDF help you examine your practices? Identify a question or topic that attracts your attention or interest: Why does this question interest you? How will you start reflecting deeply on it? With whom will you reflect? WITH WHOM DO PROFESSIONALS REFLECT? Personal or individual reflection “Some critical reflection is deeply personal and won’t be shared until some time has elapsed and you feel ready to talk about what you learned about yourself.” (Co-ordinator in an education and care setting) Shared reflection “Critical reflection can’t be just by yourself. Just saying something out loud to someone else can help fill in holes and can sometimes help you to find answers.” (Educator responsible for professional learning in an education and care setting) Learning together with colleagues draws upon the diverse knowledge, experiences, views and attitudes of individuals in the group. Shared reflective practice can occur through conversation and debate with: colleagues other professionals working in the same setting professionals working in another setting a professional network such as a transition to school network families and children.
Human Services Program PRACTICUM HOURS REPORT Student Name: Term: (circle one) F W SP SU Year: Credits Registered: Total Required Hours: Agency Name: Supervisor’s Name Month: Day Total Daily Hours Day Total Daily Hours Day Total Daily Hours 1 11 21 2 12 22 3 13 23 4 14 24 5 15 25 6 16 26 7 17 27 8 18 28 9 19 29 10 20 30 31 Monthly Total: Total Hours To Date: Per student signature, the hours listed on this record are true and correct: Student’s Signature: Date: Supervisor’s Signature: Date
DATA OBTEINED: The most abundant species is Quercus coccifera. It Represents the ….% of the scrub in the suntrap/shady spot studied. The next in abundance is the Rosemary and blue flower (must be classified) and a percentage of …..is bare soil. Caution: there are no percentages because is an example that does not included the 1500 cm but it has to be calculated. Table 1-BIS South slopes.- Grouped values of species hedges (or type of substrate) . Total cm Species Total cm Species ALSO INDICATE THE % SURFACE. Table 2- South slopes Sampled surface (m2) = Trunk Perimeter measured Trunk Diameter calculated Pine canopy cover measured: in each projection (Proj). Basal area. (surface occupied by the trunk) Pine canopy cover Pine P130 (cm) 130 (cm) en Proj. A (m) en Proj. B (m) (cm2). (m2) nº 1 nº 2 nº 3 nº 4
cmi is the distance to the zero point of the transect where begins to cover the species indicated. cmf is the distance to the zero point of the transect where the species coverage ends. Table 1-BIS-North slopes.- Grouped values of species coverage ( or type of substrate) Total cm Species Total cm Species ALSO INDICATE THE % SURFACE. Table 2- North slopes Sampled surface (m2) = Trunk Perimeter measured Trunk Diameter calculated Pine canopy cover measured: in each projection (Proj). Basal area. (surface occupied by the trunk) Pine canopy cover Pine P130 (cm) 130 (cm) en Proj. A (m) en Proj. B (m) (cm2). (m2) nº 1 nº 2 nº 3 nº 4 nº 5 ALL Average and ------------- ∑ ∑
The majority of universities will ask for a PASS at offer stage for STEM subjects and this will be made clear in their Entry Criteria for a specific course. Admissions requirements are under the control of universities, and vary by course and institution. The universities will take on students at their own discretion and hence this should not be a deterrent to students when applying. Can a student choose not to do the Practical Endorsement? The Practical Endorsement is still a required component of the qualification and all students will be entered for it, although the grade for the Practical Endorsement is reported separately from the written exam grade on the student’s A-level certificate. A student cannot choose not to enter the Practical Endorsement nor can they waive the requirement to complete this component. If my school does not have the facilities to offer the Practical Endorsement, can we still enter private candidates for the qualification? It is a regulatory requirement that centres entering candidates for science A-level qualifications make reasonable provision for their candidates to access the Practical Endorsement. ‘Reasonable provision’ could be carrying out practical work at your centre, or having an established agreement with another centre where students can carry out the practical work necessary to obtain the Practical Endorsement. Centres which do not make reasonable provision for their students to access the Practical Endorsement cannot enter them for the qualification. If they do so, they will be in maladministration. This will result in penalties for the centre, with consequences including being barred from making any GCE entries until the centre is compliant with the regulatory requirements. Candidates cannot ‘waive’ their right to access the Practical Endorsement, and subsequently there are no circumstances under which a centre can avoid making reasonable provision for candidates to access the Practical Endorsement. Lead Teacher Training What does the Lead Teacher do? Centres are required to have a Lead Teacher for each A Level science (i.e. Biology, Chemistry, Geology and Physics) that they offer. The Lead Teacher is required to complete the mandatory exam board Lead Teacher training and to cascade this down to the other teachers of that science to ensure that all teachers of that science are applying the national standard in the Practical Endorsement. In the preparation for and during a monitoring visit the Lead Teacher is the main point of contact at the school. Should the Lead Teacher be a senior member of staff?
DATE AND TIME CLASS GROUP MODE EXAM GROUP PAPER NO OF STUDENTS LAB TOTAL LAB INVIGILATE THURSDAY 25 OCTOBER 2018 08:30 – 10:00 FIRST SESSION IAD 720S MED 621S DIST FT 720S (GR 4) MED (GR 1) 3 2 8 10 18 A D OLIVIER IAD 720S PT 720S (GR2+3) 3 20 20 C A SCHROEDER IAD 720S FT 720S (GR 1) 3 16 16 B G KAISARA
This 5-star hotel is Beautifully positioned on sandy beach on the Côtes de Carthage. Located on a beautiful private beach, few minutes from downtown Tunis, the hotel is also near Tunis-Carthage International Airport. Ramada Plaza hotel offers beautiful views and comforting amenities. Reservation in Recommended Hotel Special rates have been negotiated for participants in the hotel Ramada Plaza, venue of the event. Participants are kindly requested to fill out the Hotel Reservation Form (see page 7) and email it directly to the contact person of the selected hotel before 12 April 2018 in order to guarantee preferential rates. The account of the hotel will be paid directly by each participant at the end of the stay. Special Rate Contact Single LPD :72.11 USD Single DP: 90.240 USD Other Hotels: Hotel Star Rating Facilities Included Distance to Venue Daily Rate (USD) LPD/DP Contact Maison Blanche 5 Wifi/breakfast/dinner/ parking 30 min Single : 92 / 92+dinner on the card Belvedere Fourati 4 Wifi/breakfast/dinner 28 min Single : 98 / 116.5 Hotel Le Consul 4 Wifi/breakfast/dinner 30 min Single : 75 / 75+dinner on the card contact@hotelleconsul.com Hotel El Becha 3 Wifi/breakfast/dinner 26 min Single : 62 / 76 contact@le pacha.com.tn. Visa Information A valid passport and visa are required to enter Tunisia except for nationalities from the following list of countries that DO NOT REQUIRE A VISA: Holders of ordinary passport of countries NOT included in the abovementioned list will need a visa to enter into Tunisia. Participants are strongly advised to seek information on requirements applicable in their case from Tunisian diplomatic or consular missions in their home countries at least 15 days prior to the trip. In order to facilitate the visa process, please send the following documents to the hosts
PRACTICAL INFORMATION for participants attending 6th Central and Eastern Europe regional meeting on the Strategic Approach to International Chemicals Management, 19 to 21 February 2018 and UNITAR/OECD nanosafety workshop - 22 & 23 February 2018, Lodz, Poland We are pleased to provide you with the following information regarding the practical arrangements for the above meetings. 1. Venue of the meeting The meetings takes place at Hotel Ambasador Centrum Lodz at the following address: Hotel Ambasador Premium Lodz 90-307 Lodz Ul. Jana Kilińskiego 145 2. Accommodation Special prices are offered for participants during the meeting days at Hotel Ambasador Premium where the meeting takes place, and Ambassador Centrum Lodz. Both hotels are adjacent to each other. Ambasador Centrum Lodz 90-307 Lodz Al. Pilsudskiego 29 Phone +48 42 677-15-20 Special price: 250 PLN/night standard for single use; 290 PLN/night standard double use. Please, for booking use the following e-mail referring to SAICM Hotel Ambasador Premium Lodz 90-307 Lodz Ul. Jana Kilińskiego 145 Phone +48 42 6771530 Special price: 300 PLN/night standard for single use; 350 PLN/night standard double use. Please, for booking use the following e-mail referring to SAICM 3. VISA arrangements Participants are responsible for obtaining their own entrance visa and transit visa if required. Since December 21, 2007, Poland is part of the Schengen Area, a zone without controls on internal borders which comprises of 28 countries. Third-country nationals may enter Poland if they are in possession of a valid travel document and a visa (if required). Council Regulation (EC) No 539/2001 includes the lists of third countries whose nationals must possess valid visas to cross external borders, and of countries whose nationals are exempt from this obligation. For more information please refer to the Ministry of Foreign Affairs Republic of Poland website:
Mark schemes Q1. (a) to show the experiment was more repeatable 1 (b) (circle) 0.0 at 20 °C 1 (c) ignored it / did not use it ignore repeated it 1 (d) increases the rate of reaction up to 30 °C 1 (e) 60 °C 1 (f) do the experiment at 30 °C, 35 °C and 40 °C 1 (g) Level 2 (3–4 marks): A detailed and coherent plan covering all the major steps is provided. The method is set out logically taking into account control variable and appropriate measurements. The plan could be repeated by another person to determine the effect of pH on breakdown of starch by amylase. Level 1 (1–2 marks): Simple statements relating to relevant apparatus or steps are made but they may not be in a logical order. The plan would not allow another person to determine the effect of pH on breakdown of starch by amylase. 0 marks: No relevant content. Indicative content • range of at least 3 pH values / use of buffer solutions • control variables / keep amount or concentration of starch and amylase the same • keep temperature the same using water bath / electric heater • use iodine test to make qualitative observations • observe colour changes at different temperatures • do repeats at each pH 4 [10] Q3. (a) any one from: ignore control variables that are not given in the method, such as ‘equally crushed’ or same time do not accept volume of apple juice • 20 g (of apple) or (same) mass / amount / weight of apple ignore volume / size • crushed (apple) • 10 drops (of solution) or (same) number / amount / volume of drops do not accept 10 drops of amylase alone
• apple or type of fruit ignore type of apple 1 (b) (may) have different volume / amount / sizes ignore reference to human error ignore don’t know / can’t measure size of drop 1 (c) amylase has no / little effect on cell / walls / apple accept ideas that refer to shape of enzyme being ‘incorrect’ or amylase does not breakdown / digest cell / walls / apple accept amylase only breaks down / digests starch 1 pectinase breaks down cell / walls / apple allow digest for breakdown allow shape of pectinase fits cell / walls / apple 1 boiling breaks down cell / walls / apple 1 (d) 11.6 1 enzyme / pectinase destroyed / denatured / damaged / broken down do not allow kill 1 only effect of boiling (relevant) 1 [8] Q4. (a) any one from: ignore reference to recording results every 5 minutes or concentrations of lipid / lipase • (same) volume / amount / 1 cm3 lipase allow amount of solution • (same) volume / amount / 5 cm3 lipid allow keep same volumes in the test tubes • mixed after 3 minutes / same time before mixing do not accept temperature 1 (b) so that the lipase and the lipid reached the right temperature 1 (c) any two from ignore explanations • decrease in time or faster (breakdown) • then increase in time or then slower (breakdown) • fastest / least time / optimum at 35°C 2 (d) any two from: ignore ‘test at more temperatures’ unqualified • test more regularly eg test every minute any interval < 5min • test at smaller temperature intervals any value <15°C
Teacher’s feedback T Teacher’s feedback I am satisfied with the corrections you have made I am not satisfied with the corrections you have made. You must see me to discuss this work further. Date: Q1. (a) LHS = water 1 RHS = glucose 1 (b) any three from: • (measure) temperature ignore reference to fair test • to check that the temperature isn’t changing • rate of reaction changes with temperature • temperature is a variable that needs to be controlled allow lamp gives out heat 3 (c) (i) 10 correct answer = 2 marks allow 1 mark for: allow 1 mark for correct calculation without removal of anomalous result ie 15 2 (ii) graph: allow ecf from (c)(i) label on y-axis as ‘number of bubbles per minute’ 1 three points correct = 1 mark allow ± 1 mm four points correct = 2 marks
Exam Questions (15 marks) Q1.Two students investigated reflex action times. This is the method used. 1. Student A sits with his elbow resting on the edge of a table. 2. Student B holds a ruler with the bottom of the ruler level with the thumb of Student A. 3. Student B drops the ruler. 4. Student A catches the ruler and records the distance. 5. Steps 1 to 4 are then repeated. The same method was also used with Student A dropping the ruler and Student B catching the ruler. (a) Give two variables the students controlled in their investigation. _________________________________________(2) (b) Figure 1 shows one of the results for the Student A. What is the reading shown in Figure 1? Reading on ruler = ___________________________ cm (1) (c) Table 1 shows the students’ results. Table 1 Test number Distance ruler dropped in cm Student A Student B 1 9 12 2 2 13 3 6 13 4 7 9 5 7 8 Mean 7 X Circle the anomalous result in Table 1 for Student A. (1) (d) What is the median result for Student B? Tick one box. 8 11 12 13 (1) (e) Calculate the value of X in Table 1. Mean distance ruler dropped = __________________ cm (1) (f) Figure 2 shows the scale used to convert distance of the ruler drop to reaction time. Calculate how much faster the reaction time of Student A was compared to Student B. Use Figure 2 and Table 1. Answer = _____________ s
PRACTICAL EXPERIENCE RECORD This Practical Experience Log is to allow you to record your Practical Experience skills to reflect the competences that you have demonstrated at work. You are required to complete the compulsory sections of Professional skills (Section 1) and the Professional Values, Ethics, and Attitudes (Section 2). Under Section 3, you are required to demonstrate evidence of 80% coverage in at least 2 out of 6 technical competence areas. APPLICANT’s DETAILS Name: NRIC / FIN / Passport No.: Company Name: Designation: Employment Start Date: Employment End Date: SECTION 1: PROFESSIONAL SKILLS (COMPULSORY) Intellectual Statement of competence How have you demonstrated this? Please explain (to be completed by applicant) Verification (to be completed by employer) Date Competent (select Y / N) Research and provide relevant information to support management decisions Identify when it is appropriate to seek advice from supervisor to solve problems and reach conclusions Number of Completed Statement of Competence (1A) Initial of Supervisor
Medication and Communication Assessment and evaluation of student performing medication administration and communication involved in procedure, 1. Scenario: Medication Administration 2. Confidentiality issues 3. Charting your procedure….on the MAR. and nurses notes? Supplies: MAR, Medications: skittles, m&m’s, sweet tarts. Medication cup, water pitcher, syringe, vial of tetanus toxoid. Judge Initials _______ This sheet is to be left with the judge after completion of task. Contestant Number ___________
Edexcel BTEC Level 3 National Extended Diploma in Sport Unit 9: Practical Individual Sports Assignment 4: Analyses of an individual’s performance in a sport Learning Outcomes – U8: 4 Criteria:U8- P5, M4, D2 (Please tick where evidence has been submitted) Evidence you need to submit Tick in box if submitted 1. Individual analyses report 2. Development plan Date Issued: 12th December 2011 Submission Date: 21/05/12 Date Submitted: Learner Name: Learner Signature: I certify that the work submitted for this assignment is my own. Assessor Name: Carlos Munoz Internal Verifier: Date:
TO FIND THE “” RD1 – R1 RD2 – R2 BLUE B GREEN G YELLOW Y m = 1 N = 6 105 Calculation: RD1 – RB1 = RD2 – RB2 = B = B = Average B = = RD1 –RG1 = RD2 – RG2 = G = G = Average B = =
PRACTICAL 1 EXERCISE 1: Databases and Visual Studio The exercises and tasks in the first part of this practical are step-by-step instructions to guide you in the setting up a normalised database within Visual Studio. This is followed by a number of exercises and tasks for you to complete by applying the knowledge that you have just gained. TASK 1: Creating the Database in Visual Studio Step 1: Run Visual Studio and then from the Visual Studio File menu, select New (or press Ctrl+Shift+N). Then click on Project, select C# Windows Forms Application and name it e.g. DB_Prac01. Step 2: Open the Server Explorer (top left hand side of Visual Studio) and right click on Data Connections, choose Create New SQL Server Database. The Create New SQL Server Database window should open, Figure 1. Figure 1 Step 3: The Server name should be .\sqlexpress and the New database name: should be set to ProjectManagement. Click OK and the database should appear in your Server Explorer, see Figure 2. Figure 2 Note: To check that you are connected to the database you will notice the Green connection logo. A red x would indicate an unsuccessful connection.
Wooden structures Wooden edging next to sandpits can be used for seating or for play. Platforms allow for special spaces for small group play. Decking can be used to define areas and allow for different tactile experiences. Bird baths, cubbies and sheds made of wood make for a more attractive environment and give children small spaces in which to play.
Monday 28th Sept Tuesday 29th Sept Wednesday 30th Sept Thursday 1st Oct Friday 2nd Oct 8.30 8.30-9.30 8.30-10.00 E 8.30-10.00 C 8.30-10.00 D 8.30-10.00 F 8.45 9.00 9.15 9.30 NETBALL (SPORTSHALL) LJW 9.30-11.00 A 9.45 10.00 Break Break Break Break 10.15 RUGBY (FIELD) DTA 10.15-11.45 F 10.15-11.45 E 10.15-11.45 A 10.15-11.45 G 10.30 10.45 11.00 Break 11.15 11.15-12.45 B 11.30 11.45 CROSS COUNTRY (FIELD) DTA Lunch 11.45-12.30 Lunch 11.45-12.30 Lunch 11.45-12.30 Lunch 11.45-12.30 12.00 12.15 12.30 12.30-14.00 A 12.30-14.00 D 12.30-14.00 C 12.30-14.00 B 12.45 TABLE TENNIS (SPORTSHALL) RJS 12.45-13.30 13.00 13.15 13.30 13.30-15.00 C 13.45 14.00 Break 14.00-14.15 Break 14.00-14.15 Break 14.00-14.15 Break 14.00-14.15 14.15 14.15-15.45 G 14.15-15.45 F 14.15-15.45 G 14.15-15.45 E 14.30 14.45 15.00 BADMINTON (SPORTSHALL LJW 15.00-16.30 D 15.15 15.30 15.45 15.45-17.15 B 15.45-16.45 15.45-16.45 16.00 16.15 16.30 16.45 17.00
Monday 5th Oct Tuesday 6th Oct Wednesday 7th Oct Thursday 8th Oct Friday 9th Oct 8.30 8.30-9.30 8.30-10.00 E 8.30-10.00 C 8.30-10.00 D ATHLETICS (Withdean) DTA/RJS 8.30-10.00 F 8.45 9.00 9.15 9.30 9.30-11.00 A 9.45 10.00 Break Break Break Break 10.15 FOOTBALL (FIELD) AJK/RJS 10.15-11.45 F 10.15-11.45 E 10.15-11.45 A 10.15-11.45 G 10.30 10.45 11.00 Break 11.15 11.15-12.45 B 11.30 11.45 Lunch 11.45-12.30 Lunch 11.45-12.30 Lunch 11.45-12.30 Lunch 11.45-12.30 12.00 12.15 12.30 12.30-14.00 A 12.30-14.00 D 12.30-14.00 C 12.30-14.00 B 12.45 TABLE TENNIS (SPORTSHALL) RJS 12.45-13.30 13.00 13.15 13.30 13.30-15.00 C 13.45 14.00 Break 14.00-14.15 Break 14.00-14.15 Break 14.00-14.15 Break 14.00-14.15 14.15 14.15-15.45 G 14.15-15.45 F 14.15-15.45 G 14.15-15.45 E 14.30 14.45 15.00 15.00-16.30 D 15.15 15.30 15.45 15.45-17.15 B 15.45-16.45 15.45-16.45 16.00 16.15 16.30 16.45 17.00
• I have not been removed from serving as a charity trustee, or been stopped from acting in a management position within a charity. • I have not been disqualified from serving as a Company Director. • I will at all times seek to ensure the charity’s funds, and charity tax reliefs received by this organisation, are used only for charitable purposes. Please use the space to make any other information known or to clarify any points as necessary. Signed Dated
Tutors are a key asset and should be given adequate training for the role and ongoing support. This is especially true for lay tutors for whom there was a high phase 1 attrition rate. Support should include the opportunity for the lay and clinical tutors to debrief as a team and also individually as required after each workshop. Additionally a ‘safe haven’ should be identified in order that tutors can, if required, access independent support and share concerns. It is suggested that regular tutor meeting are held jointly for all practitioner development programme and SMP programmes, a forum for continuous improvement and integration. Tutors ‘support groups’ may also be a helpful model. 2.9 Summary table of activity for delivery of the practitioner development programme with suggested time lines Time scale Key theme Key task Start of programme Communication Advertising flyer Booking form Identify single point of access 8+ weeks prior to preparatory training Workshop s Agree dates and book Venue Book simulated patient Identify tutors Check equipment availability – laptop, projector, flipchart, pens 7 weeks prior to training Workshops Invitation – including information, booking details and single point of access contact Confirmation tutors and simulated patient 5 weeks prior to training Workshops Delegate list, re-advertise if spaces 2 weeks prior to training Send delegate pack and instructions Print workbooks, evaluation forms and longitudinal survey questionnaires Day of training Workshops Arrive 30 mins in advance to set up Horse shoe shaped room layout Preparatory workshop Preparatory workshop Power-point slides sent in advance practitioner development programme pre training questionnaire Action plan Workshop evaluation Tutor debrief 2 weeks post preparatory workshop Workshop 1 Power-point slides sent in advance Workbook Handouts Action plan Workshop evaluation
Provision for changes in prices (at maximum 2.5% of sub-total) Project Total BC co-fInancIng TOTAL x For the administration of the Member State [name and title of the individual authorised to sign] MS PL [signature] [date] For the administration of the Beneficiary Country [name and title of the individual authorised to sign] BC PL [signature] [date]
The Auditor should verify whether the expenditure for a selected item was incurred in accordance with the applicable procurement, nationality and origin rules by examining the underlying documents of the procurement and purchase process. Such documents relate to the opening of tenders, the assessment of the eligibility of tenderers and conformity of tenders, the evaluation of the offers and the decisions with regard to the awarding of the contract. When examining these procurement documents the Auditor takes into account the risk indicators listed at the end of this Annex and he reports, if applicable, which of these indicators were identified. Specific guidance for procedure 3.5 Contributions in kind to be deleted The Auditor should verify that expenditure in the Financial Report does not include any contributions in kind. If contributions in kind are foreseen they must be indicated and valued in the Action budget. If this is not the case contributions in kind are not eligible. Examples: salaries of staff detached by a Ministry which is not part of the action or equipment and material received from organisations which do not participate in the Action.
Component ACTIVITY expected MANDATORY RESULTS (Components) Deadline Delay +/- [months] expected BENCHMARKS (Activities) ASSESSMENT to date Self-assessment Rate HS (Highly satisfactory), S (Satisfactory), U (Unsatisfactory) 1) [title] 1,1 1,2 1,3 2) [title] 2,1 2,2 2,3 3) [title] 3,1 3,2 3,3
Actions to be undertaken under the Twinning project Original budget Budget after side letters / addenda Amount paid in Euros Total amount paid Unit cost No of units Total MS cost Qtr 1 Qtr 2 Qtr 3 Qtr 4 Qtr 5 Final report 1. Resident Twinning Advisor Remuneration Mr./Ms. First Name SURNAME (XXX months) Basic salary and non wage labour costs 0,00 6% of salary and non-wage labour costs 0,00 Total RTA remuneration 0,00 0,00 0,00 0,00 0,00 0,00 0,00 0,00 2. Resident Twinning Advisor Allowances Daily allowances (50%) 0,00 Allowances for RTA for first 30 days 0,00 Allowances for spouse and children for first 30 days at 50% 0,00 Health and accident insurance for RTA 0,00 Health and accident insurance for spouse 0,00 Health and accident insurance for children 0,00 Accommodation (see appropriate ceiling for each BC) 0,00 Estate Agent’s Fee 0,00 Removal Costs (up to 780kg for RTA, 390kg for spouse and 195kg per child) 0,00 Storage Costs 0,00 Vehicle transport 0,00 Excess Luggage (up to 50kg) 0,00 Travel to and from place of duty – RTA 0,00 Travel to and from place of duty – spouse 0,00 Annual return trip – RTA 0,00
What if I can’t meet these obligations? The proprietor must meet these obligations. Failure to do so is a serious non-compliance of the Victorian Act and carries a heavy penalty (section 29C of the Victorian Act). Investigation of Serious Incidents The Department investigates serious incidents that are of a regulatory nature. The type of investigation depends on the level of risk, or potential risk, of hazard or harm to the child(ren) and the actions taken by the service in response to the incident. The investigation may include an inspection of the service, evidence collection, taking statements from relevant person(s) and/or interviewing persons of interest. The Department may also contact the child’s parent(s) or guardian(s) to inform them of the Department’s role during the investigation. This gives parent(s) or guardian(s) the opportunity to provide any information they may have regarding the incident or any concerns about the service. Further information Further information and advice may be sought from an authorised officer in the relevant regional office of the Department. Contact details for regional offices are available in the fact sheet Quality assessment and regulation – regional offices available at: For further enquiries please contact the Quality Assessment and Regulation Division Phone: 1300 307 415 email:
Casa Bella Boutique Hotels Calle Las Flores N° 459, San Isidro Tel (511) 421 7354 (511) 421 1033 Ms Lucy Sánchez Tel (511) 421 7354 E-mail: Single room: S/.202.50 / US$ 67.50 Double room: S/.213.30 / US$ 71.10 Rates include buffet breakfast. Basadre Suites Boutique Hotel Av. Jorge Basadre N° 1310, San Isidro Tel (511) 615 3939 Ms Patricia González Tel (511) 615 3939 E-mail: Single room: S/.224.00 / US$ 80.00 Double room: S/.274.00 / US$ 98.00 Rates include buffet breakfast, swimming pool, Internet. Subject to availability. Rates include 10 per cent service charge In order to take advantage of these rates, meeting participants should refer to the meeting and the Ministry of Transport and Communications when booking. 4 FLIGHTS AND TRANSPORT Jorge Chávez International Airport is situated 30 minutes from the city and is used for international arrivals and departures. Delegates have a number of options for getting from the airport to their hotels in Lima. Private chauffeur-driven cars and taxis: The airport has many taxi and private car hire companies, which can be found at the arriving passengers’ exit from the disembarkation area. Approximate fare for the transfer from the airport to San Isidro: S/. 60.00 (about US$ 25.00). Minibuses: Larger groups may also hire minibuses (maximum capacity: seven passengers) at the airport. Reservations: . Approximate fare from the airport to San Isidro: S/. 85.00 (about US$ 33.00). For more information, consult the Jorge Chávez International Airport web site at . For other transfers we recommend using the taxi services offered by the hotels or contacting the following companies: Taxi Satelital: (511) 355-5555 (waiting time: about 15 minutes). Taxi Seguro: (511) 241-9292 (waiting time: 20 to 25 minutes, depending on the time of day). Taxi San Borja: (511) 225-8600 (waiting time: 20 to 25 minutes, depending on the time of day). B GENERAL INFORMATION