zilongwang/ReadingBank huggingface dataset:
(E) evaluate skills related to health and safety in the workplace as specified by appropriate governmental regulations Unit 3: Welding Fundamentals Students will identify and use welding symbols and read detailed drawings; sketches will include basic welding symbols for fillet, groove, spot, plug, flanged, and other basic welds. Students will demonstrate the use of elements within a detailed drawing and interpret welding symbols from a detailed drawing. Additionally, students will be able to identify and use the basic weld types, weld joints, and weld positions. 30 Periods 1,350 Minutes (3) The student understands welding joint design, symbols, and welds. The student is expected to: (A) demonstrate knowledge of engineering drawings, charts, and diagrams; (B) interpret orthographic and isometric of figures; (C) interpret engineering, drawings, charts, and diagrams; (D) analyze components of the welding symbol; (E) identify types of welding joints; (F) identify positions of welding; and (G) identify types of welds such as fillet, groove, spot, plug, and flanged (6) The student analyzes the concepts and intricacies of inspections and related codes. The student is expected to:
(A) explain weld inspection processes; and (B) interpret welding codes Unit 4: Oxy-Fuel Cutting Students will be able to identify and explain, cutting. Students will demonstrate the safe setting up and disassembly process of oxy-fuel, propane, propylene, and Chemtane 2® equipment. Students will demonstrate lighting, adjusting, and making cuts with oxy-fuel. Students will be able to identify and understand some common hazards in oxy-fuel cutting. 35 Periods 1,575 Minutes (7) The student analyzes oxy-fuel cutting processes on carbon steels. The student is expected to: (A) practice safe operating practices; (B) perform safe handling of compressed gases; (C) identify components of oxy-fuel gas cutting system; (D) demonstrate proper set-up procedures for oxy- fuel cutting process; (E) identify factors affecting oxy-fuel cutting of base metals; (F) demonstrate proper cutting techniques such as piercing, straight line, and bevel; (G) identify acceptable cuts; and (H) evaluate alternative fuel gasses such as propane, propylene, and Chemtane 2® Unit 5: Plasma Arc Cutting Students will learn knowledge regarding plasma arc cutting. Students will be able to identify and demonstrate setting up plasma arc cutting equipment. Students will identify, explain, and demonstrate the proper processes, safety procedures, and fume extraction for plasma arc cutting. Students will demonstrate the skills required to perform various cuts with plasma arc on various materials, including steel, aluminum, and stainless steel. 35 Periods 1,575 Minutes (8) The student analyzes plasma arc cutting on metals. The student is expected to: (A) use safe operating practices; (B) demonstrate knowledge of the theories of plasma arc cutting; (C) apply safe handling of compressed air supply; (D) identify components of plasma arc cutting; (E) demonstrate correct set-up procedure for plasma arc cutting; (F) define cutting terms; and (G) perform straight line, piercing, bevels, and cuts
CAHRC’s LMI project will include primary production, as well as service providers/and contractors providing support to crop and animal production. CAHRC Commodity Groups NAICS Codes Corresponding to CAHRC Commodity Groups Additional NAICS Codes for LMI Project Aquaculture 1125 Aquaculture 1152 Support Activities for Animal Production Cattle 1121 Cattle Ranching and Farming Poultry and Egg 1123 Poultry and Egg Production 1122 Hog and Pig Farming Other Animal 1124 and Goat Farming 1129 Other Animal Production 1111 Oilseed and Grain Farming 1151 Support Activities for Crop Production Field Fruit and Vegetable 1112 Vegetable and Melon Farming Tree Fruit and Vine 1113 Fruit and Tree Nut Farming
Greenhouse, Nursery, Floriculture and Sod 1114 Greenhouse, Nursery and Floriculture Other Crops (maple syrup, hay tobacco) 1119 Other Crop Farming A complete description of the American Industry Classification System: Proposed Criteria for Inclusion: Individuals self-identified as working in agriculture (2011 Census), and Occupations with > 1500 employed in agriculture or > 5% of the occupation employed in agriculture will be included in the analysis. Based on these criteria, the following occupations would be included: NOC Code Occupation Employment in Agriculture % of all occupation employed in Ag 8611 Harvesting labourers 5,605 99.2 0821 Managers in agriculture 162,315 96.6 8431 General farm workers 75,945 92.1 0822 Managers in horticulture 4,000 84.7 0823 Managers in aquaculture 955 81.6 8432 Nursery and greenhouse workers 12,030 79.6
Schedule: Phase 1: Initial Client Meeting – Assessment of Needs – (+7 days from award) Phase 2: Delivery and installation of mounted televisions (+14 days from award) Phase 3: Delivery of cart-mounted televisions (+21 days from award) Payment: Upon delivery and successful installation Who Potential Bidders: Broadcast Technical Systems (btshouston.org) Recipient of Goods: Office of Emergency Management/ Emergency Operations Center Why First Time Purchase?: Yes Replacement purchase?: No Rolling operational need?: No New conditions or requirements? None How Special Condition Associated with Product: None Disposal of packing materials: Contractor will be responsible for disposing of all packaging material associated with the product Hazardous Disposal: N/A Packing Requirements: N/A Standard City Requirements: N/A Supplier Requirements : N/A
concerning the way a business interacts with other businesses, individuals, society, the environment, and governments. • Business decisions and behaviours often involve ethical considerations which may conflict with profit considerations and corporate culture • Businesses undertake audits to determine corporate social responsibility and develop codes of conduct. 8 Start Feasibility study: Business profile- what the business will do. Unit 2 Nature of marketing • The notion and importance of marketing • Attributes of marketing 9 Unit 2 Nature of marketing • The marketing planning process: use of the tool - SWOT analysis (Strengths, Weaknesses, Opportunities and Threats) competitive analysis product life-cycle (establishment, growth, maturity, decline) establishing objectives (expansion, diversification, increasing market share, increasing size of existing market) Identifying target markets (demographic, geographical, psychographic and behavioural factors). Completion of a SWOT analysis. Implications of the SWOT analysis for business planning. 10 Market research methods Feasibility study: marketing planning and market research. • Primary methods • Secondary methods. • Implications of market research for establishing the target market and marketing mix. Apply marketing planning and research to student business feasibility studies 11 The marketing mix • Competitive advantage through: product promotion place.
22 CVP Analysis • Cost behaviour: fixed and variable • Contribution margin • Break-even point • Calculation of variable cost, cost, profit or sales volume • Calculation of contribution margin and per unit • Calculation of break-even point • Calculation of selling price • Calculation of effect on profit/loss of changes in any component • Calculation of gain or loss on special decisions. • Analysis and interpretation of results to changing decisions about volumes, pricing and costs, and accepting or rejecting special order decisions. 23 7/8 Feasibility Study- apply CVP to student business plans Social, environmental and ethical issues in FM (Make sure that CVP analysis component from Marketing unit is covered here) • Fraud, non-disclosure or distortion of financial information, business closure or restructure and the rights of financial stakeholders. • Implications for effective FM decision-making and business planning. 24 Feasibility Study 25 Key concepts in OM/ Role of OM Role of operations managers • Inputs, process and outputs • Competitive advantage, e.g. cost leadership and product differentiation. • Implications for effective OM decision-making and business planning. • Operational decisions – purchasing, dispatching, inventory control, scheduling, maintenance and quality control involving planning, developing 26 Role of operations managers • Strategic decisions – planning, developing and controlling the activities required to create a product and supply a service. • Implications for effective OM decision-making and business planning.
& SEQUENCE Business Studies Foundation, LEVEL 2 Learning and Assessment Design Below is a suggested sequence of content for Business Studies Foundation. This is an example only; to be adapted by teachers to meet the needs for their own class. Week Topic Subtopic 1 Unit 1 Business and enterprise • Definition of ‘business’, importance of enterprising • Size of business sector (Tasmania and national) 2 Business and enterprise • The range of businesses in local area • Classifying businesses- micro to large • Objectives of business • Risks faced by business 3 Small business ownership • Forms of business ownership & characteristics • Advantages and disadvantages of each • Choosing appropriate ownership structure 4 Business environments • Main internal and external • Implications for owners and managers 5 The business life-cycle • Stages • Annotated drawing • Identifying which stage a business is in • Implications for owners/managers 6 Laws and regulations • Introduction to the types and range of laws that impact on business (see course document) • Implication for owner/managers • Influence of the external environment and the media 7 Unit 2: Business in the economy • Importance and role of SMEs in Australia • Key features of Australian modified market economy • Four key economic questions •Consumer sovereignty- implications for decision making
14 Key business functions The business plan • Operations • Human resources • Marketing • Finance • Explanation • Importance to entrepreneurs, owners and managers 15 Social, environments and ethical factors • Impact of business on environment • Intellectual property • Significance of digital identity • Implications for owners/managers 16 Unit 6: Preparing a business plan 17 Unit 4: Operating a small business- marketing Concept of marketing SWOT analysis • Define marketing and outline its critical success to business planning • Notion of SWOT analysis • Completion of SWOT analysis • Implications of SWOT analysis for business planning 18 Market research • Importance in identifying potential customers and competitors • of research • Implications of research to decision-making 19 Market segmentation • Notion and purpose • Types- demographic, geographic, lifestyle and behavioural • Implications for decision-making 20 Influences on consumer behaviour • Factors that influence consumer behaviour (peer groups, psychological factors and economic factors). • Implications for decision-making 21 The marketing mix • Definition • Elements or the 4P’s of marketing (product, place, promotion and price) • Implications for decision-making 22 Marketing and promotional activities • Features • Types - exhibitions, displays, catalogues, advertising materials, visual merchandising, radio, television • Implications for decision-making
Design Studios 20 hours Design Studios Core Project 2: Design A Beverage Product (WR 2) Project embeds: Storyboarding for design Foundation processes and systems of polygon, spline and digital sculpting 3D modelling methods 2D pixel and vector image based editors and 3D graphics applications. Sustainability and environmental considerations 10 C1 C2 C3 C4 C5 C6 C7 C8 C1 C2 C3 C4 C5 C6 C7 C8 Break Break Term 2 Week Unit and Topic Subtopic Criteria Addressed Criteria Assessed 1 Unit 2 Design Studios- Extension 50 hours (25 for each project) Complete Design Studios Core Project 2 Elective Design Studios: Design Project 3 -VFX Based Animated Sequence Project embeds: Investigating Animation Systems Storyboarding for design Methods such as cell shading, motion capture, rotoscoping, inverse and forward kinematics, stop motion, morphing, camera walkthrough, rigging and bones as appropriate for design solution. Social and ethical considerations in design eg. Copyright And Intellectual Property For Design C8 Formative exercises 3 C1 C2 C3 C4 C5 C6 C7 C8 C1 C2 C3 C4 C5 C6 C7 C8 4 5 6 Elective Design Studios : Design Project 4 - Game Project embeds: Investigating Game Asset Systems- optimization, normal mapping, and texture baking Historical evolution of design (social-C6, technical developments C7) C1 C2 C3 C4 C5 C6 C7 C8 C1 C2 C3 C4 C5 C6 C7 C8 7 8 Exams Includes exam preparation 9 Exams 10 Unit 2 Continue Design Project 4
Break Term 3 Week Unit and Subtopic Criteria Addressed Criteria Assessed 1 Continue Design Project 4 2 3 Unit 3 Extended Project 50 hours Submit Design project 4 Begin Extended Design Project – externally assessed Within the Extended Design Project, learners must: * construct a concise design brief * follow a structured iterative design process as evident in a commercial setting * implement project management techniques to fulfil the project requirements within the allocated time frame * prepare a presentation and written analysis for external assessment * use contemporary digital design methods in the presentation of the project. C1 C2 C3 C4 C5 C6 C7 C8 C1 C2 C3 C4 C5 C6 C7 C8 4 5 6 7 8 9 10 Break Term 4
23 Unit 3: Australia in the Global Economy 3.1 The global economy (an overview) 3.1.1 What is globalisation? 3.1.2 Global economic links 3.1.3 MNC's/TNC's 24 3.1 The global economy (an overview) 3.1.4 International competiveness 3.1.6 Benefits and costs of globalisation 25 3.2 Free trade and protection 3.2.1 Australia: a trading nation 3.2.2 Comparative advantage and its sources 26 3.2 Free trade and protection 3.2.3 Reasons for protection 3.2.4 Forms of protection - tariffs, quotas and subsidies 27 3.2 Free trade and protection 3.2.5 Trade agreements 3.2.6 Contemporary issues in free trade - intellectual property and piracy 28 3.3 Australia's trade 3.3.1 Extent and composition of Australia's trade 3.3.2 Our trading relationship with Asia 29 3.3 Australia's trade 3.3.3 Exchange rates 3.3.4 Foreign debt 30 3.3 Australia's trade 3.3.5 Implications of a CAD 3.3.6 Policy responses to foreign debt 3.3.7 Implications of Australian debt on social justice, diversity and environmental concerns Term 4 Week Topic Subtopic 31 Unit 4: Investigation into a Contemporary Economic Issue Either Economics and the Environment OR Income and wealth distribution in Australia 32 Either Economics and the Environment OR Income and wealth distribution in Australia. 33 Either Economics and the Environment OR Income and wealth distribution in Australia 34 Finalising Investigation and Revision 35 36 2018 – Colleges Term 1 Start: Monday 29 January (teachers commence); Wednesday 7 February (students commence). Term 1 Finish: Friday 13 April. Easter break: Friday 30 March - 3 April. Term 2 Start: Monday 30 April. Term 2 Finish: Friday 6 July Term 3 Start: Monday 23 July. Term 3 Finish: Friday 28 September Term 4 Start: Monday 15 October. Term 4 Finish: Refer to individual college for student finish date. Friday 14 December (teachers finish)
Creative commons Plagiarism WEEK 8 Internet Research Internet browsers Tips for using the internet for research Using a search engine Research and create an advertisement for a holiday destination 1, 3 & 4 WEEK 9 & 10 Spreadsheets Spreadsheet basics Having fun with data Sorting data and creating charts Applying spreadsheeting skills 1 & 3 Copyright: Creative Commons Attribution 4.0 International unless otherwise indicated. State of Tasmania (Department of Education) 2016
Grade One (K-3 for Educators and Body Safety to Send Home) Grade 1 CURRICULUM LESSON FROM Kids in the Know BOOK SUPPLEMENT FROM KIK BOOK SUPPLEMENT LIBRARY ONLINE RESOURCE Reliable sources of health information Identifying An Adult ‘Hooty Knows’ Emotions and their causes and effects Feelings ‘Big Feelings Come and Go’ (KIK) Video of reading of No Means No book Naming body be inclusive use ‘some bodies have a penis some have a vulva’, Not ‘all girls bodies or all boys bodies Appropriate and inappropriate ways of being touched Boundaries: Appropriate. & Inappropriate behaviour ‘Body Smart Right From the Start’ pg 24-34 ‘What’s the Big Secret’ pg 1-15 ‘Body Smart Right from the Start’ pg 5-23 ‘Amazing You’ Pg 1-16 ‘It’s Not the Stork’ pg 1-23 Google Slides: #1 of 1 Private/public, secrets/surprises, instincts, safe adults #2 of 2 Scientific for body parts, safe/unsafe/secret touch Amaze Jr Consent for Kids Short Animatio Cont… Keep and Speak Secrets Keep and Speak Secrets ‘Some Secrets Should Never Be Kept’ Picture book ‘Body Smart Right From the Start’ pg 39-50’ Unsafe situations The Buddy System ‘No Means No’ by Jayleen Sanders (order from KIK for free or print: -For Teachers -For Students: Activity Booklet Cont… Trust Your Instincts Cosmo Trusts His Instincts ‘Body Smart Right From the Start’ pg 43-44 Early Warning Signs Caring Behaviours in Families and Groups Makes 3’ ‘It’s Not the Stork’ pg 46-49 ‘A Family is a Family is a Family’ Tango Makes 3 Lesson Plans: Tango lesson Lesson on name calling FREE WORKBOOK FOR FAMILIES ‘My First Safety Book’ from Kids in the Know (
2 MODULE 2 – Psychological Development approx. 20 2- 10 (*Refer to syllabus and Examination Specifications) Week 11: Finalise work to be submitted and may introduce Module 3 Module 2– Psychological Development C2, C5, C6, C7 May also assess C4. NOTE: MINOR Activities are of equal weighting. MAJOR assessments developed at teacher discretion. ALL ESSAYS are MAJOR ASSESSMENTS. MODULE 2 - Psychological Development 3 4 5 6 7 8 9 10 11 12 Revise Module 2 MODULE 3: Socialisation & Youth Culture approx. 20 hours MODULE 3 13 14 15
Socialisation & Youth Culture C1, C5, C6, C7 May also assess C4 (teacher discretion) MODULE 3 - Socialisation & Culture 16 17 18 19 20 21 - 31 Complete MODULE 3: Socialisation & Culture Introduce IP/Social Inquiry discussion MODULE 4 – SOCIOLOGY ELECTIVE From One (1) of 4A: Social Stratification or 4B: Sociology of Gender or MODULE 4 C1, C3, C4, C5, C6, C7 MODULE 4: SOCIOLOGY ELECTIVE (SELECT ONE TOPIC) NOTE: Activities are of equal weighting. MAJOR assessments developed at teacher discretion. ALL ESSAYS are MAJOR ASSESSMENTS. Students to complete either a Research Assignment or a Social Inquiry. Refer to syllabus document and Work requirements.
5 Topic 4.3 Crime and Criminal Procedure 4.3.1 The elements of a crime 4.3.2 The differences between a summary and an indictable offence. 4, 7 4, 7 4, 7 4, 7 6 Topic 4.4 Safeguards and Rights of the Accused in the Criminal Justice System 4.4.1 The safeguards built into the criminal justice system to protect the accused. 4, 7 4, 7 7 4.4.2 How the rights of the accused, the victim and of the community are protected in the criminal justice system. 4, 7 4, 7 8 Topic 4.5 Sentencing and the aims of punishment 4.5.1 The laws regulate punishment and sentencing in Tasmania 4, 7 4, 7 9 4.5.2 The purposes and aims of punishment / sentencing 4.5.3 The general principles and factors considered in sentencing (offence and offender.) 4, 7 4, 7 4, 7 4, 7 10 4.5.4 The sentencing options (including proposed reforms, for example, diversionary processes and restorative justice) available to Tasmanian judges and magistrates 4, 7 4, 7 4, 7 4, 7 Break Break Week Unit and Topic Subtopic Criteria Addressed Criteria Assessed 31 4.5.5 The extent to which Tasmanian sentencing options fulfil the aims of punishment. 4, 7 4, 7 32 Work Requirement Topical Legal Issue 5, 6, & 7 33 Work Requirement Topical Issue 5, 6, & 7 34 Work Requirement Topical Legal Issue 5, 6, & 7 5, 6, & 7 36 TASC Exams TBC 37 TASC Exams TBC 38 39 40 41 Last week for teachers
10 Exam Review Unit 2, Topic 2 Trig Exam review, 2.2.1 Right angle trig ratio revision 2.2.2 Non right angle triangles- sine and cosine rule C1, C2, C3, C6 Break Break W Unit and Topic Subtopic Criteria Addressed Criteria Assessed 1 2.2.3 radian measure 2.2.4 Some exact values of circular functions- Unit circle definitions 2.2.5 Symmetry properties C1, C2, C3, C6 2 2.2.6 Sine, cos and tan graphs 2.2.7 Transformation of trig functions Asst 6 (C1, C2, C3, C6) C1, C2, C3, C6 Asst 6 (C1, C2, C3, C6) 3 2.2.8 Solving trig equations C1, C2, C3, C6 4 Unit 3, Topic 1 - Rates of change and first principles 3.1.1 Average rates of change 3.1.2 instantaneous rates of change 3.1.3 First principles TRIG TEST C1, C2, C3, C7 TEST 5 (C1, C6) 5 Unit 3, Topic 2 - Derivatives and graphs 3.2.1 Derivative by rule 3.2.2 Matching functions and derivatives C1, C2, C3, C7 6 3.2.3 Graphs-tangents and normals Derivatives of powers 3.2.4 Stationary points and curve sketching Asst 8 (C1, C3, C7) C1, C2, C3, C7 Asst 8 (C1,C3,C7) 7 Unit 3, Topic 3 Optimisation 3.2.5 Constructions box challenge (C2) Curve sketching 3.2.6 Nature of turning points 3.2.7 Maximisation and minimisation 3.3.1 of change Assignment 9 C1, C2, C3, C7 Construction challenge (C1, C2) Asst 9 (C1,C2,C3,C7 8 Unit 4, Topic 1 Fundamentals 3.3.2 Revision 4.1.1 Review of probability and language of C1, C2, C3, C8 TEST 6 (1, 3, 7) Experimental Prob (1, 2)
short answer responses) and learning reviews. These tasks are embedded in the Canvas pages 4 SECTION A cont’d Rise of Nazism Nature and impact of the Nazi Remilitarisation of Germany Lebensraum (living space), propaganda, terror and repression (SA and SS), the Hitler Youth, Policy on religion Policy of Gleichshaltung Impact of the Nazi State Ideologies Appeasement; anschluss Germany’s war effort and the impact of individuals and groups The holocaust Allied invasion; Soviet adnacement approx. 8-9 weeks + work on essays Week 11: Finalise work to be submitted and may introduce next topic Introduction to Section B China NOTE: MINOR Activities are of equal weighting. MAJOR assessments developed at teacher discretion. ALL ESSAYS and SOCIAL INQUIRY INVESTIGATIONS are MAJOR ASSESSMENTS. MAJOR ESSAY TO BE SUBMITTED Week 8-9 SECTION A assessment tasks include: starter activities and tasks mini tests forum responses formative assessment tasks (multiple choice, written short answer responses) and learning reviews. Short essay Text analysis Source analysis These tasks are embedded in the Canvas pages MAJOR SECTION A ESSAY TO BE SUBMITTED Wks 8/9 5 6 7 8 9 10 11 12 SECTION B: approx. 8/9 weeks + work on essays SECTION B Across all assessment tasks: 13 14
Invasion of Manchuria; the nature of Imperial Expansion China and revolution; the Long March Chiang Kai-Shek and Mao The Yan’an way; civil war; foreign intervention; CCP supremacy Socialism; Cold War; Korean and Vietnam War Great Leap; famine Significant individuals Commence major essay (Wk 4) C1, C2, C3, C4, C8 Plus C7 May also assess C5 and C6 Section B learning Outcomes Dot points 1,2 and 3 Section B focus on LO3 ALL Historical Inquiry Skills ESSAYS are MAJOR ASSESSMENTS. Section B Work Requirements A minimum of two essays. *one for each time period for Japan 1931 – 1941 and 1941 - 1952 At least one research essay of 1500 – 2000 words. These may include formative assessments ASSESSMENTS: Formative assessments include: Short answer response; mini research topics; forums; text analysis; analysis of sources May include an essay topic (800 – 1000 words) These tasks are embedded in the Canvas pages 15 16 17 18 19 20 21 23 24 25 Section C OVERVIEW 1945-2010 Power blocs Conflict and revolution Australia’s engagement with Asia Globalisation Migration and immigration Depth Topic: Peace, Conflict and the Nature of Terrorism SECTION C Assesses C2,3,4,7 May also assess C5 and C8 Section C: NOTE: MINOR Activities are of equal weighting. MAJOR assessments developed at teacher discretion. ALL ESSAYS are MAJOR ASSESSMENTS. .
4 MODULE 2 – Individual Differences A Gender B Intelligence C Personality approx. 6 weeks (*Refer to syllabus and Examination Specifications) Module 2– Individual Differences A: C1,7,8 B: 1,6,7,8 C: 1,6,7,8 NOTE: MINOR Activities are of equal weighting. assessments developed at teacher discretion. ALL ESSAYS and SOCIAL INQUIRY INVESTIGATIONS are MAJOR ASSESSMENTS. Module 5 6 7 8 9 10 11
MODULE 5 – Remembering A Memory B Forgetting MODULE 5 - Remembering C4,5,6,7,8 Forgetting C4,5,6,7,8 Module 6: Investigation Project*Module 6: Investigation Project Module 6: Investigation Project Module 6: Investigation Project IP C1, C6, C8 Refer to the IP Guidelines at:
Development - Physical Safety Children’s Behaviour Types of Play Commence Unit 2 Unit 2: Safety and Young Children Criteria: (C2, C6 and specifically C7 Practical: C1,C4,C5,C6,C7) Providers may develop one or more of these topics as major activities. These activities may also be assessed in the Practical environment. (Provider discretion) 4 Safety Preparation for Practical Experiences: First Aid (risk management) Hygiene (personal and environment) Toy safety and Outdoor play 5 UNIT 3: Child Growth and Development: approx. 20 hours PRACTICAL Activities for Units 2 and 3 in Term 1 commenced at Unit 3 Child Growth and Development (C2, C3 specifically Practical: C4,C5, C6) NOTE: Activities 1-5 are of equal weighting PRACTICAL Activities for Units 2 and 3 to be completed in Term 1 All PRACTICAL ACTIVITIES are MAJOR assessments. 6 7 8 9 10 11
provider discretion. Refer to syllabus document. May continue in Term 2. Unit 4: Guiding Children’s Behaviour, incorporating PRACTICAL activities approx. 20 hours Unit 4 Guiding Children’s Behaviour (C2,C3 In the Practical: C1,C4, C5, C6) NOTE: Activities 1-5 are of equal weighting. Activity 6 may be used as a MAJOR assessment task. EXTENSION ACTIVITIES may be used as MAJOR assessments. All PRACTICAL ACTIVITIES are MAJOR assessments. (MAJOR assessment) (may be used as a MAJOR assessment) 12 13 14 15 16 17 Unit 5: Play and Learning – incorporates PRACTICAL activities approx. 20 hours Unit 5 Play and Learning (C2,C3) In the Practical Assignments Practical: C1,C4,C5, C6 NOTE: Activities 1- 13 and 15 are of equal weighting. Activity 14 may be used as MAJOR assessment task. EXTENSION ACTIVITIES may be used as MAJOR assessments. All PRACTICAL ACTIVITIES are MAJOR assessments. 18 19 20 21
All PRACTICAL ACTIVITIES are MAJOR assessments. 22 - 31 (Unit 5 may run into Term 3) Continuation of Compulsory units that require completion Commence first Elective Unit Each unit approx. 20 hours Unit 6 Careers with Children (C2, C7 Practical: C5,C6,C7) ELECTIVE UNITS – SELECT 2 ELECTIVE UNITS from Units 6 – 9 NOTE: All activities are of equal weighting EXCEPT Extension Activities and Practical Activities. EXTENSION ACTIVITIES may be used as MAJOR assessments. All PRACTICAL ACTIVITIES are MAJOR assessments. Unit 6 Activity 1: Qualities of an Early Childhood Professional Unit 7: Nutrition and Health (C2, C3, C4 Practical: C1,C4,C5,C7) Unit 7:
Unit 2: Community approx. 5-6 Unit 2- Community Unit 2 Community cont’d 2.2 C 3.4 2.3 C 2,3,4 2.4 C1 2 4 2.5 C1,2,4 2.6 C1,2,4 2.7 C2,3,4 2.8 C1,3,4 2.9 C2,4 2.10 C1,2,4 2.11 C1,4 Activity 8: Interviewing somebody you know UNIT 2: Community Activity 1: Describe your area Activity 2: Describe your community Activity 3: Local council facilities Activity 4: Community needs Activity 5: Harmony Day Activity 6: Scenario Activity 7: Roles of support groups Activity 8: Research Activity 9: Interview a volunteer Activity 10: Community involvement Activity 11: Safe communities 8 - 11 12 Unit 2 may be completed early Term 2 Unit 3- Social Groups Unit 3: Social Groups 13 14 15 16
3.1 C 2,4 3.2 C2, 4 3.3 C2.4 3.4 C 1,3,4 3.5 C1,2.4 3.6 C1.4 Activity 1: What is a social group? Activity 2: What social groups exist in your community? Activity 3: Online communities Activity 4: Why do we form social groups? Activity 5: of community groups. Activity 6: The positives and negatives of social groups. 17 18 19 20 21 22 - 31 23 24 ELECTIVE TOPIC: Select one from 4A OR 4B OR 4C OR 4D Unit 4A:Positive Approach to Health OR Unit 4A: Positive Approach to Health 4.1 C1,3,4 4.2 C3,4 4.3 C2.4 4.4 C1,3,4 4.5 C1,2.4 4.6 C1,2,4 4.7 C2,4 4.8 C1,4 4.9 C1,4 SELECT ONE ELCTIVE TOPIC Unit 4A: Positive Approach to Health Activity 1: Methods of Contraception Activity 2: Birth control research Activity 3: Family planning Activity 4: Planned and unplanned pregnancy scenarios. Activity 5: Starting a family; support services. Activity 6: smoking and pregnancy
25 26 4.10 C1,4 Activity 7: mental health support services Activity 8: resilience Activity 9: feelings Activity 10: mind matters Unit 4B - Housing OR Unit 4B - Housing 4.1 C3.4 4.2 C3,4 4.3 C2,3,4 4.4 C1,3,4 4.5 C1,3,4 4.6 C1,4 4.7 C1,4 4.8 C1,3,4 4.9 C1,2,4 4.10 C1,3,4 Unit 4B – Housing Activity 1: describe where you live Activity 2: types of houses Activity 3: rental accommodation Activity 4: furniture and household Activity 5:research Activity 6: being a good neighbour Activity 7:tenency issues Activity 8: rental scenarios Activity 9: housing assistance Activity 10: homelessness 4C Media Unit 4C 4.1 C3,4 4.2 C4 4.3 C3,4 4.4 C1.4 4.5 C4,4 4.6 C1,3,4 4.7 C1,4 Activity 1:the in everyday life Activity 2:surprising facts about the media Activity 3:types of media Activity 4:media messages Activity 5:the world of media images Activity 6:talkback radio
27 28 29 30 Week 31 End of term OR 4.8 C4 4.9 C1,3,4 Activity 7:media ownership Activity 8:texting Activity 9:cyberbulling- your opinion Unit 4D Complete Unit 4D 4.1 C1,3.4 4.2 C1,3,4 4.3 C1,2,3,4 4.4 C1,2,4 Activity 1: global warming Activity 2: natural disasters Activity 3: natural disasters types Activity 4:cleanup Australia
Motorcycle,200cc XR with appropriate security apparatus and markings 3 Units Desktop Computer (NEW) 1 Unit Printer (Colored) 1 Unit Portable WIFI (with appropriate load) 1 Unit Mobile Phones 2 Units Digital Camera ( NEW, SHOCK PROOF, WATER RESISTANT) 2 Units Camcorder (NEW) 2 Units Action cam (NEW) 1 Unit Vision Goggles 5 Units 5 Units 1 Unit Vests with appropriate markings for client and agency 1 Battery (NEW) 1 Unit with appropriate accessories and batteries 2 for Control points 5 COMPONENT 2 Chainsaw, industrial type with license (NEW) 1 Unit Complete First-Aid Trauma Kit 1 Unit Aluminum Folding Stretcher (NEW) 1 Unit Universal Rolled Splint (NEW) 1 Unit Waterproof Dual Halogen Floodlight (NEW,2X5000 WATTS) 2 Units Waterproof Search Lights,(4,5000,000 CANDLE POWER,NEW) 7 Indian Back Pump (NEW) 5 Units Nylon Ropes ( 1inchX 100m,NEW) 3 Industrial AXE (NEW) 2 Pcs. Bolos (NEW) 7 Pcs. (NEW) 2 Pcs. (NEW) 1 Pc. (NEW) 3 Pcs. (NEW) 3 Pc. (NEW) 3 Pcs. Saw (NEW, with appropriate replacement blades) 2 Pcs.
Quotation based on a lump sum of thermographer training for Infrared and OSHA List of equipment with current calibration statements Safety Manual Table of Contents Company profile Certificate of Insurance List of three references Sample report The proposal is due by (time of day) on (date). Please send the proposal to the following: Name, Title Telephone Company Street Address City, St Zip Should you have any questions, require further information, or want to arrange a site visit, please contact the following: Name, Title Telephone Email Appendix A – Description of Roof Square Footage (nearest 1,000 sf) Number of Discrete Areas Roof Membrane Details Built - Up Gravel Single Ply – EPDM, TPO, PVC Aluma Coated Modified Bitumen Smooth
Subtotal $2600 Friday 11/1/2013 – Thursday 11/7/2013 Research Analysis: 40 Hours Research Analysis: $2600 Subtotal $2600 Friday 11/8/2013 – Thursday 11/14/2013 Secondary Research and Development: 40 Hours Secondary Research and Development: $2600 Data Collection: 40 Hours Data Collection: $2600 Subtotal $5200 Friday 11/15/2013 – Thursday 11/21/2013 Research Analysis: 40 Research Analysis: $2600 Strategic Development: 40 Hours Strategic Development: $2600 Subtotal $5200 Friday 11/22/2013 – Sunday 11/24/2013 Preparation of Presentation and Materials: 25 Hours Preparation of Presentation and Materials: $1625 Subtotal $1625 Estimated Final Total $23985 In the event of Cardinal Consulting under estimating the final bill due to unexpected developments, Cardinal Consulting reserves the right to a 10% allowance to continue the current workload. If this estimate is forecasted to be more than 10%, VML reserves the right to be informed of a new estimate before work may proceed.
____________________________________ __________________________ DWHP Section Chief (signature - if applicable) Date APPROVE/DISAPPROVE _____________________________________ __________________________ Date APPROVE/DISAPPROVE _____________________________________ __________________________ Date APPROVE/DISAPPROVE ____________________________________ __________________________ David Stockwell, MHA Date Director VA NORTHERN CALIFORNIA HEALTH CARE SYSTEM (NCHCS) APRN Privilege List Provider’s Name: Location Key: CLC – Community Living Center/ Center for Rehabilitation and Extended Care, Martinez INP – Inpatient Sacramento OUT – Out Patient Clinics TEL – Telehealth HBPC – Home Based Primary Care OR – Operating Room ED – Emergency Department UC – Urgent Care C&P – Compensation and Pension Privilege(s) Requested APRN Functions and Procedures These privileges may be exercised using appropriate technology and resources in support of Telehealth care. Following each privilege you select below, indicate the settings where you intend to practice your selected privilege(s) by circling the appropriate setting below. Service Chief Initials Initials are required below for each privilege you are requesting
1st Quarter (43Days) Resources: Week Unit/Lesson Learning Objectives Reporting Categories ( TEKS SEs) 1st: Sep-19-23 (4 days) The Number System Adding and Subtracting Integers To learn how to add and subtract integers with same and different signs. Apply and extend the previous understanding of addition and subtraction of integers. 2nd: Sep 26-30 (5 days) Integers 3rd: Oct 3-7 (4 days) Common multiples for Integers How can you use multiplication and division to solve real world problems. 4th: Oct 11-14 (4 days) Multiplying and Dividing Whole Numbers 5th: Oct 17-21 (4 days) 6th: Oct 24-28 (5 days) Multiplying and Dividing Integers How can you use multiplication and division to solve real world problems. Apply and extend the previous understanding. 7th: Oct 31 Nov 4 (5 days) Rational Numbers and Decimals To learn how to convert a rational number to decimal. Converting into decimals by using long division. 8th: Nov 7-10 (5 days) Ratios and Proportionality To learn how to find and use Unit rates. Connecting unit rates to every day life. 9th:Nov 14-18 (4 days) Proportions and Percent Students will show how to use percents to describe change. Percent increase and decrease in everyday life. 2nd Quarter (36 Days) Resources: Week Unit/Lesson Learning Objectives Reporting Categories ( TEKS SEs) 1st: Nov 21-23 (3 days) Applications of Percent Apply proportion to understand percents. 2nd: Nov 28-Dec 2 (5 days) Proportion and Ratio Apply ratio to understand percent 3rd: Dec 5-9 (5 days) Ratio Apply proportion to understand percents.
1st: Apr 3-9 (5 days) Transformations and Congruence Properties of congruence and orientation of figures Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. 2nd: Apr 10-14 (5 days) Transformation and Similarity Learn to describe the properties of dilations Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. 3rd: Apr 17-21 (5 days) Angle Relationship in Parallel Lines and Triangles Learn how to describe the effect of a dilation on coordinate and using an algebraic representation. on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 4th: Apr 24-28 (5 days) Statistics Box Plot Histogram Learn how to describe the effect of a dilation on coordinate and using an algebraic representation. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 5th:May 1-5 (5 days) STAAR Volume Learn to describe the properties of dilations Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 6th: May 8-12 (5 days) Review Module 1
figures, as in plane sections of right rectangular prisms and right rectangular pyramids. 2nd: Apr 10-14 (5 days) Transformation and Similarity Learn to describe the properties of dilations Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. 3rd: Apr 17-21 (5 days) Angle Relationship in Parallel Lines and Triangles Learn how to describe the effect of a dilation on coordinate and using an algebraic representation. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 4th: Apr 24-28 (5 days) Statistics Box Plot Histogram Learn how to describe the effect of a dilation on coordinate and using an algebraic representation. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 5th:May 1-5 (5 days) STAAR Volume Learn to describe the properties of dilations Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 6th: May 8-12 (5 days) Review Module 1 7th: May 15-19 (5 days) Review Module 2 8th: May 22-26 Review Module 3
Pipeline Corridor (View from West Pumping Facility looking east) Pipeline Corridor (View from LA HWY 27 looking east) Blind Flange Connections (Two Locations, West and East) Each end of pipeline consists of a 29 inch inside diameter flanged pipe long radius elbow above ground with a blind flange connection. West End Flange
§ Process video: “Why do we go on roller coasters?” Have a discussion about roller coasters and why we ride them. o Rollercoaster video with WhyTry’s “Little League” song § Frame video: See above § Process video: See above · Walkthrough of Reality Ride · Challenge: Observe – either in your own life or the lives of those around you – the things people are doing and the consequences of those choices. · Activity: True or False o Students write two things about themselves that are real and one thing that is false and turn into teacher. (Make sure they are comfortable sharing these things with the group.) o Teacher will use these as a way to spotlight students throughout the semester. Day 5: Labels Overview · Attention Activity : Stereotypes (WhyTry Learning Activity) · Walkthrough of Labels · Challenge: Pay attention to the ways that people label each other. When you hear others giving labels, ask yourself whether they are true or false, positive or negative. Pay attention to the labels that you give others. Are they mostly positive or mostly negative? Notice how people respond when you label them in a positive way. Week 2 Day 6: Defense Mechanisms Overview · Attention Activity: Name Writing Activity (WhyTry Learning Activity) o If possible, play music for 30 seconds as they complete this activity the first time. o The second time, play music for slightly longer than 30 seconds as they complete the activity. o When they are writing with their left hand the third time around, play another song (Hans likes the slightly awkward, Napoleon Dynamite variety.) · Walkthrough of Defense Mechanisms · Challenge: Pay attention to how you’re responding in pressure situations. Are you maintaining control or allowing others to control you? Day 7: Motivation Formula Overview · Attention Activity: Show video clip of Jason McElwain. · Walkthrough of Motivation Formula · If time, share the Butterfly story (“Obstacles are the Stepping Stones of Success”) · Challenge: Observe those around you (friends, family members, etc.) to see if you can identify someone that is in “the flood zone.” What can you learn from them? Day 8: Climbing Out Overview · Attention Activity: Show video clip of crabs trying to climb out of the pot.
High School Teacher Note: In addition to addressing quadratic models, this lesson includes perimeter and area of a rectangle, which addresses ARMT measurement standards. Students will use system of equations to solve for the length of a rectangle, and substitute the length into the area formula. The resulting formula will be a factored quadratic that must be graphed (a graphing utility could be used) and then the maximum area is obtained. This lesson is an excellent motivation for students to make the connection between the roots of the graph and the equation of the quadratic. ** Use Unit 4 Checkpoint: #2-4,8 after completing this lesson. AL COS Common Core Standard Quality Core Identifier. Quality Core Standard(s) Common Core Algebra I 13 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. (quadratic) E.2.a. Identify graphs of quadratic functions A-CED2 Algebra I 28 For a function that models a relationship between two quantities, interpret key features of graphs and tables in of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries and end behavior.(Quadratic) F-IF4 Algebra I 9c c. Determine a quadratic equation when given its graph or roots. E.2.b. Relate factors, solutions (roots), zeros of related functions, and x-intercepts in equations that arise from quadratic functions Alabama standard ** Use Unit 10 Checkpoint: #5-7 to review for the summative assessment.
Oversees the scope change management process. Approves scope change requests within his/her authority. Escalates scope and change issues. Ensures that scope changes are incorporated into appropriate project documents [Name] Contract Manager May have a role in deliverable verification and acceptance when the deliverable is required under contract terms. [Name] Project Team Members and Subject Matter Experts (SMEs) Help develop the project scope statement. Submit scope change requests. Review Scope Change requests when assigned. Provide feedback as and when required. Participate in team-level scope change reviews. [Name] Independent Verification and Validation (IV&V) Provides an ongoing independent review and analysis of project scope management practices. Monitors scope changes and provide feedback. Scope Management Processes Definition of Scope [In this section, describe the approach to developing the project scope statement.] Example: This process takes the high-level product descriptions, assumptions and constraints, as documented in the Project Charter, and uses them to create a more detailed scope in the Project Scope Statement. The result of the process is a detailed definition of the product and/or service the project will produce. This section details the process of developing a detailed description of the project and its deliverables. The Scope Statement details the project’s deliverables and work necessary to create these deliverables. The project Scope Statement can contain, but is not limited to, the following components: Executive Summary – Brief summary of the project Business Objectives – Should be stated in business terms Product Scope Description – Describes what the project will accomplish Project Deliverables – A detailed list of deliverables the project will produce Product Acceptance Criteria – Describes what requirements must be met for the project to be accepted as complete
Example: WBS Dictionary WBS Level WBS Code WBS Element Name Description of Work Deliverable(s) Committed Resources Comments 1 1 Widget Management System System to Manage Widgets IVD System Project Manager Technical Analyst SMEs 2 1.1 Initiating Initiation of Project to build Widget Management System Charter and S1BA [include additional deliverables] Project Manager Business Analyst SMEs 3 1.1.1 Evaluation and recommendations Evaluation of options and recommendations Evaluation and Recommendations Report Project Manager Business Analyst
3.3 What is a ‘broadcast’ and a ‘broadcasting organization’? As seen in Section 2.2, whether a particular broadcast is protected under the copyright law is contingent on its being covered by the definition of the term ‘broadcast.’ This is on the account of the fact that the medium of transmission must be covered under the definition. Thus, a particular medium of transmission may technologically be defended as a broadcast but it may not warrant protection unless it satisfies the statutory definition. The Indian Copyright Act, 1957 does not recognize a broadcast as an independent creative work but grants ‘broadcast reproduction’ rights to broadcasting organizations. Section 2(dd) defines broadcast as follows: “Broadcast’ means communication to the public- (i) by any means of wireless diffusion, whether in any one or more of the forms of signs, sounds or visual images; or (ii) by wire, and includes a re-broadcast.” The word ‘broadcast’ can be used in two contexts, i) as a verb describing the transmission i.e. ‘broadcasting’, ii) as a term denoting either the signal or the act of transmitting the broadcast signals. But the right to transmit the work thereby communicating it to the public is the author’s right and not the broadcaster’s right. Assuming this the ‘broadcast’ would only cover the signal and not the entire transmission. International conventions including the Rome Convention define the word ‘broadcasting’ and not the word ‘broadcast’ in terms of transmission of the work through wireless means. Thus in the international context the word ‘broadcast’ is used as a noun denoting the signal, which is to be protected, and the word ‘broadcasting’ is used to denote the act of transmission. Whereas, in the Indian context, it is used as a verb to demonstrate the mode of transmission of the signal. It is the right of the author to ‘have the work broadcasted (noun)’ and it is the right of the broadcasting organizations to ‘broadcast’ (verb) the work. The definition does not clarify whether the ‘diffusion’ to be considered is by analogue signals (TV and radio) alone or also by digital signals (Internet). However, the definition of ‘communication to the public’ conveys that satellite or cable ‘or any other means of simultaneous communication’ where information reaches more than one household is