zilongwang/ReadingBank huggingface dataset:
Competency standard UNIT PROVIDE ROOM SERVICE NOMINAL 20 UNIT NUMBER: D1.HBS.CL5.13 UNIT DESCRIPTOR: This unit deals with skills and knowledge required to take room service orders and deliver room service of food and beverages to guest rooms in an accommodation property ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE Element 1: Take and process room service orders Identify the of room service products that are available within the enterprise Take guest order for room service Use selling techniques to optimise room service Confirm guest order for room service and advise of expected service time Record room service order Action the room service according to enterprise procedures Element 2: Prepare for room service Prepare basic food and beverage items for room service Set up trays, trolleys and equipment for room service in accordance with enterprise standards and orders received Unit Variables The Unit Variables provide advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. It relates to the unit as a whole and facilitates holistic assessment This unit applies to food and beverage and accommodation properties that offer full or limited room service to in-house guests within the labour divisions of the hotel and travel industries and may include: 1. Front Office 2. Housekeeping 3. Food and Beverage Service 4. Food Production Range of room service products must include: Detailed product knowledge of all room service products available, including food and beverages, service options, guest preferences that can be accommodated and those that cannot Detailed knowledge of charges, service standards and limitations that apply to room service delivery.
Class Activity – Online research Trainer provides class with internet access and asks them to: Access the following sites the videos and take notes. . Slide Slide No Trainer Notes Trainer continues to give trainees advice regarding cleaning of guests shoes: Use a shoe tree for leather every time. Realise polishing guest shoes is not the same as doing own shoes Remove laces before starting to clean and before applying polish. Note the way shoes are laced as they will need to be re-laced in the same way when cleaning has been completed polish and polish the shoes using brush or cloth in accordance with house protocols or specific advice from guest Check laces before replacing them. Fit new laces where required or where old laces show signs of wear. Re-lace the shoes in the same way. Class Activity 1 – Demonstration Trainer demonstrates to trainees how to clean and polish a variety of shoes such as: Leather shoes Suede shoes Sports Note: Trainer may use a Guest Speaker to provide this demonstration, such as an experienced valet. Class Activity 2 – Individual Practice Trainer arranges for necessary cleaning materials and other items to be available for trainees to practice cleaning and polishing of: Leather shoes Suede shoes Sports shoes. Trainer assesses trainees’ finished products and provides constructive feedback. Slide
Slide No Trainer Trainer reminds trainees the ‘guest history’ provides a valuable source of information about guests and needs to be updated whenever a guest stays at a venue advising trainees: Enables proper preparation for guest stays – and more customer-focussed preparation leading to a more satisfying and positive guest experience histories can be in paper-based format (using cards), or electronic format using a CRS database Can need to be updated: Before the guest arrives on the basis of information provided as part of the reservation (by the guest themselves or by their agent, manager or support staff) During the stay as the guest uses products, services and facilities, and participates in local activities After the guest has departed and all information relating to their stay has been compiled. Slide No Trainer Notes Trainer instructs trainees the updating of guest histories should involve input from internal, venue staff as well as input from external providers and can address: Products and services provided – updates can require: Time of use Cost Quantity Preferences for types, styles, brand names of items, service style, sequence of delivery Facilities used – identifying: What was used – and when Charges made – if any Amount of use Personal preferences – in addition to the above, the guest history should be updated to reflect current/required: Room number preferences – some VIP guests insist/specify a certain room every time they stay Seating preferences – for dining or entertainment External product and/or service providers – naming the organisations the prefers to do business with when dealing outside the venue
Research Trainers may require learners to undertake research activities, including online research, to gather information or further understanding a specific subject area. Competency Assessment (CBA) Principle of Competency Based Assessment Competency based assessment is aimed at compiling a list of evidence that shows that a person is competent in a particular unit of competency. Competencies are gained through a multitude of ways including: Training and development programs Formal education Life experience Apprenticeships On-the-job experience Self-help programs. All of these together contribute to job competence in a person. Ultimately, assessors and participants work together, through the ‘collection of evidence’ in determining overall competence. This evidence can be collected: different formats Using different people Collected over a period of time. The assessor, who is ideally someone with considerable experience in the area assessed, reviews the evidence and verifies the person as being competent or not. Flexibility in Assessment Whilst allocated assessment tools have been identified for this subject, all attempts are made to determine competency and suitable alternate assessment tools may be used, according to the requirements of the participant. The assessment needs to be equitable for all participants, taking into account their cultural and linguistic needs. Competency must be proven regardless of: Language Delivery Method Assessment Method. Assessment Objectives The assessment tools used for subjects are designed to determine competency against the ‘elements of competency’ and their associated ‘performance criteria’. The assessment tools are used to identify sufficient: Knowledge, including underpinning knowledge
2.3 Ask questions from appropriate people to gain additional information and/or to clarify understanding 2.4 Read and interpret relevant details from instructions, directions and/or diagrams for application to particular jobs Element 3: Receive and respond to basic instructions and directions 3.1 Receive, clarify and assess requirements of instructions and/or directions in accordance with organisational policies and procedures 3.2 Question and confirm assignment instructions and/or directions if necessary 3.3 Comply with directions and or instructions within designated timelines 3.4 Obtain feedback after instructions and/or directions have been complied with Internal customers may include: Colleagues working in another department Team members Supervisor or managers. External customers may include: Suppliers People who buy the goods and services the enterprise sells. Procedures may relate to: Hazard policies and procedures Emergency, fire and accident procedures Personal safety procedures Procedures for the use of personal protective clothing and equipment Use of motor vehicles Resolution procedures Job procedures and work instructions. Instructions, directions and/or diagrams may include: Work instructions Directions on how to use equipment safely Directions on how to complete a task safely Diagrams that show safe working procedures Policies and procedures Manuals.
India Egypt Jordan Indonesia Pakistan Answers 2: Pakistan Indonesia and Pakistan India Egypt 2,279,564 Slide Slide No Trainer Notes Trainer presents performance criteria and introduction from Trainee Manual. Slide Slide No Trainer Notes Trainer presents real estate advertisement and students read. Trainer presents information in the slide and students read information in their Trainee Manuals. Students read the DIVE text and discuss language devices that are used to persuade the reader: adjectives, exclamation marks, statistics. Students complete the geography quiz: Answers: Bhurj Khalifa, Dubai The Vatican, Italy The Nile The Angel Falls The Pacific Canada
Use appropriate telephone techniques Describe acceptable telephone etiquette Identify common caller complaints telephoning a business Element 3: Receive incoming calls Prepare to receive incoming calls Answer promptly in accordance with house standards Identify long-distance or international calls Establish purpose of incoming calls Respond to caller requests, where appropriate Take messages from callers Relay messages and follow-up as necessary Facilitate conference calls Deal with suspicious or threatening Manage difficult callers Prepare voicemail messages and background music Element 4: Re-direct incoming calls Transfer as appropriate Place calls on hold as appropriate Components of the telephone system may include: Landline telephones, including multiple lines and multiple telephone numbers Mobile/cell phones Paging systems Switchboards Handsets and headsets Caller identification facilities, including VIP caller ID. Functions and features available in the telephone system may be related to: Call waiting Call forwarding Caller ID display Line blocking Call back busy No answer, and busy-no answer Call return Recorded message service Executive busy override Transfer and transfer recall Placing calls on hold Multiple chat facility Conference call Integration of facilities. Enterprise policies and procedures for telephone use may include: Privacy and confidentiality issues
Office – with necessary stationery requisites and computer Calculator Shelves Bins Benches Pallets Storage containers Trolleys Two-wheel trolleys Stair-climbing trolleys Four-wheel flatbed trolleys Four-wheel trolleys with multiple shelves Trolleys with hard wheels or pneumatic tires Weighing scales Food thermometer Dry goods store for food Refrigerated storage area/cool rooms Freezer storage Chemical stores area. An assortment of for practice purposes – which may include: Food – refrigerated, frozen and other packaged items Beverages Equipment Linen Cleaning materials and chemicals Stationery and office supplies Promotional material Vouchers and tickets Merchandise Giveaways Consumables Souvenir products and merchandise. Personal protective equipment and clothing: Thermal clothing – cold suits when working in a freezer or cool room Gloves or gauntlets to protect hands and forearms Protective/steel-capped boots
Slide Slide No Trainer Notes Trainees read the activity instructions in their Trainee Manuals. Students look at the procedure on the slide and offer suggestions for improving the procedure. Trainer encourages trainees to come up with different suggestions. Slide Slide No Trainer Notes Trainees read the activity instructions in their Trainee Manuals. Students look at the procedure on the slide and in small groups offer suggestions for improving the procedure - “How not to answer the phone in English”. Slide No Trainer Notes Students brainstorm different routine procedures from workplace then write ways to improve the procedures. Trainer monitors and provides assistance where required. Trainees share suggestions with the class. No Trainer Notes This is the conclusion of the subject. The Trainer thanks the trainees and delivers assessments as required.
of Characteristics/Tableau des caractères/Merkmalstabelle/Tabla de caracteres English français deutsch español Example Varieties Exemples Beispielssorten Variedades ejemplo Note/ Nota (*) (+) VG Plant: growth habit QN upright Yellow Majesty 1 semi-upright Sunsaruki 2 spreading Santa Barbara 3 trailing 4 (*) (+) Plant: height QN very short 1 short Hot Jazz 3 medium Lady in Red 5 tall 7 very tall Yellow Majesty 9 width QN narrow Hot Jazz 3 medium Lady in Red 5 broad Barbara 7 VG Plant: density of shoots QN sparse 1 medium Lady in Red 3 dense 5 VG Stem: anthocyanin coloration QN (a) absent or very weak 1 weak 2 medium 3 strong 4 very strong 5 6. VG Stem: pubescence QN (a) absent or very sparse Hot Jazz 1 sparse 2 medium 3 Santa Barbara 4 7. (+) Petiole: length QN (a) absent or very short 1 short Sunsaruki 3
(b) yellowish white 2 yellow Dancing Flame 3 yellow green Golden Delicious 4 light green 5 medium green Lady in Red 6 dark green Hot Jazz 7 purplish 8 purple 9 15. (*) VG Leaf blade: variegation QL (a) absent Hot Jazz 1 present Dancing Flame 9 16. (+) VG Leaf blade: distribution of variegation PQ (a) marginal zone Caramba 1 throughout Dancing Flame 2 17. VG Leaf color of variegation PQ (a) white 1 yellowish white Caramba 2 yellow Dancing Flame 3 light green Omaha Gold 4 light purple 5 18. VG Leaf pubescence on upper side QN (a) absent or very sparse Hot Jazz 1 sparse 2 medium 3 4 very dense 5 19. (+) VG Leaf blade: rugosity QN (a) absent or very weak 1 weak 2 medium 3 strong 4 very strong Omaha Gold 5 20. (*) (+) VG Leaf incisions of margin QN (a) absent or very shallow 1
tall to very tall 8[ ] very tall Yellow Majesty 9[ ] 5.3 (15) Leaf variegation absent Hot Jazz 1[ ] present Dancing Flame 9[ ] 5.4 (25) Inflorescence: number of florets per node very few 1[ ] few Sunsaruki 2[ ] medium Yellow Majesty 3[ ] many 4[ ] very many 5[ ] 5.5 (i) (37) Corolla tube: main color of outer side RHS Colour Chart (indicate reference number) ……………..………… Characteristics Example Varieties Note 5.5 (ii) (37) Corolla tube: main color of outer side white 1[ ] green 2[ ] yellow 3[ ] orange 4[ ] pink 5[ ] red 6[ ] purple 7[ ] violet 8[ ] blue 9[ ] 5.6 (i) (43) Corolla lower lip: main color of inner side RHS Colour Chart (indicate reference number) ……………..………… 5.6 (ii) (43) Corolla lower lip: main color of inner side white 1[ ] green 2[ ] yellow 3[ ]
PQ (a) (c) (e) RHS Colour Chart (indicate reference number) Code RHS des couleurs (indiquer le numéro de référence) RHS-Farbkarte (Nummer angeben) de colores RHS (indíquese el número de referencia) (*) VG Corolla lip: secondary color of inner side Labelle inférieur de la corolle : couleur secondaire de la face interne Unterlippe der Krone: Sekundärfarbe der Innenseite Labio inferior de la corola: color secundario de la cara interna PQ (a) (c) (e) RHS Colour (indicate reference number) Code RHS des couleurs (indiquer le numéro de référence) RHS-Farbkarte (Nummer angeben) de colores RHS (indíquese el número de referencia) (*) (+) VG Corolla lower lip: distribution of secondary color of inner side Labelle inférieur de la corolle : distribution de la couleur secondaire de la face interne Unterlippe der Krone: Verteilung der Sekundärfarbe der Innenseite Labio inferior de la corola: distribución del color secundario en la cara interna PQ (a) at base à la base an der Basis en la base 1 (c) basal third tiers basal basaler Drittel en el tercio basal Hot Lips 2 (e) central zone zone centrale Mittelzone en la zona central 3 at margin en bordure am Rand en el 4 randomly throughout partout de façon aléatoire zufällig überall verteilt de forma aleatoria en toda la superficie Pinafore Purplestream 5 (+) VG Corolla lower lip: undulation of margin Labelle inférieur de la corolle : ondulation du bord Unterlippe der Randwellung Labio inferior de la corola: ondulación del borde QN (a) absent or weak nulle ou faible fehlend oder gering ausente o débil 1 (e) medium moyenne mittel 2 strong forte fuerte 3
Silicon baking paper Plain white butchers paper Greaseproof paper Aluminium foil Plastic wrap, clear Plastic sheeting clear Product of various required sizes Doyleys as required D: Student equipment kit should include: Chefs knife 21 cm Boning knife 15cm Paring knives 9cm Sharpening stone Honing steel 30cm Pallet knives Wooden spoons 3 30cm 1 Vegetable peeler Pastry Piping bags Piping tubes, various sizes Spatula, flexible Tongs Digital thermometer Tea towels 6 Cutlery set Scissors Fine strainer Carry case for equipment
Project Base William Angliss Institute of TAFE 555 La Trobe Street Melbourne 3000 Victoria Telephone: (03) 9606 2111 Facsimile: (03) 9670 1330 Acknowledgements Project Director: Wayne Crosbie Chief Writer: Alan Hickman Subject Writer: Garry Blackburn Project Manager: Alan Maguire Editor: Jim Irwin DTP/Production: Daniel Chee, Mai Vu, Jirayu Thangcharoensamut, Kaly
Silicon baking paper Plain white butchers paper Greaseproof Aluminium foil Plastic wrap, clear Plastic sheeting clear Product of various required sizes Doyleys as required D: Student equipment kit should include: Chefs knife 21 cm Boning knife 15cm Paring knives 9cm Sharpening stone Honing steel 30cm Pallet knives Wooden spoons 3 Whisk 30cm 1 Vegetable peeler Pastry Piping bags Piping tubes, various sizes Spatula, flexible Tongs Digital thermometer Tea towels 6 Cutlery set Scissors Fine strainer Carry case for equipment
What other differences exist between these wines? (Production etc) No Trainer Notes Discuss the styles of champagne. Slide Slide No Trainer Notes Questions What types of fortified wines are there? When are they commonly served? What are they served with? No Trainer Notes Questions What is the difference between these types of fortified wines? Slide
Slide No Trainer Notes Class Activity – General Discussion and demonstration Discuss and demonstrate the steps for opening these different types of wine. No Trainer Notes Discussion Discuss the questions in the slide. Slide Slide No Trainer Notes Activity – Discussion Discuss the questions in this Slide Slide No Trainer Notes Class Activity – Questions & Review beverage list What is the difference between these types of wines? How are they served to the customer?
Trainer examples of appropriate ways to end conversations, as listed on slide. Activity – Individual Trainer instructs students to write down four additional examples of positive statements to end conversations. Class Activity – Individual Trainer instructs students to write down four additional examples of plans/summaries to end conversations. Activity – Individual Trainer instructs students to look at two dialogues in the Trainee Manual and circle the examples of closing statements in the dialogues. Class Activity – Pair work Trainer instructs students to practice saying the dialogues with a partner. Slide No Trainer Notes This is the conclusion of the subject. Thank the trainees and deliver assessments as required.
Medication Duration Interval Comments Isoniazid & Rifapentine INH 15 mg/kg (max 900 mg) & RPT >50 kg-900 mg (max 900 mg) 3 months* Once per week; direct observation therapy (DOT) Treatment for individuals: >12 years of age Not recommended for individuals who are: -pregnant or expect to become pregnant within 12 -living with HIV infection -presumed infected with INH or RIF-resistant TB Isoniazid INH 5 mg/kg (max 300 mg) 9 months** Daily Preferred treatment for individuals: -living with HIV infection*** -pregnant (with pyridoxine/vitamin B6 supplements)**** Isoniazid INH 15 mg/kg (max 900 mg) 9 months Twice weekly (DOT) Preferred treatment for individuals if: -pregnant (with pyridoxine/vitamin B6 supplements) -concern for poor adherence Rifampin RIF 10 mg/kg (max 600 mg) 4 months Daily Only used if individual cannot tolerate INH or known exposure to INH resistant TB *Given ease of DOT in Job Corps setting and shorter duration of treatment, this will likely be the preferred option for centers; the 12 dose, once weekly, directly observed regimen is equivalent to the 9 month INH daily regimen **9 months of INH treatment is preferred to 6 months; however, 6 months may be more cost effective and result in greater adherence; every effort should be made to ensure at minimum 6 months completed ***HIV infected individuals on ART may be treated for 9 months; if not on ART, consideration for 12 months treatment recommended ****In pregnancy, consider delaying treatment until after delivery unless high risk for progression to active disease (recent TB exposure, HIV infected) Educate students potential side effects and the need to notify a health provider immediately if experiencing nausea, vomiting, abdominal pain, loss of appetite, yellow skin or eyes, dark urine, fever, rash, numbness of hands or feet. Pyridoxine (vitamin B6) supplements need not be given with isoniazid in otherwise healthy youth, unless pregnant. Baseline liver function testing is not routinely necessary in healthy students with no history of liver disease and taking no medications that may alter liver function. Testing is recommended at baseline for students with liver disease, HIV infection, regular alcohol use, and pregnancy. It can be considered for students taking chronic medications that may alter liver function.
Assessment are activities that trainees are required to undertake to prove participant competency in this subject. All assessments must be completed satisfactorily for participants to obtain competence in this subject. There are no exceptions to this requirement, however, it is possible that in some cases several assessment items may be combined and assessed together. of Assessment Allocated Assessment Tools are a number of assessment tools that are used to determine competency in this subject: Work projects Written questions Oral questions Third Party Report Observation Checklist. Instructions on how assessors should conduct assessment methods are explained in the Assessment Manuals. Alternative Assessment Tools Whilst this subject has identified assessment tools, as indicated above, this does not restrict the assessor from using different assessment methods to measure the competency of a participant. Evidence is simply proof that the assessor gathers to show participants can actually do what they are required to do. Whilst there is a distinct requirement for participants to demonstrate competency, there are many and diverse sources of evidence available to the assessor. Ongoing performance at work, as verified by a supervisor or physical evidence, can towards assessment. Additionally, the assessor can talk to customers or work colleagues to gather evidence about performance. A range of assessment methods to assess competency include: Practical demonstrations Practical demonstrations in simulated work conditions Problem solving Portfolios of evidence Critical incident reports Journals Oral presentations Interviews Videos Visuals: slides, tapes Case studies
15 Delete Guidance Document: Lesson deleted 16 Keep 17 Keep 18 Keep 19 Delete Guidance Document: Lesson deleted Questions to be added: Added Lesson Source Question 3.4.1 EngageNY, Grade 3, Module 1, End of Module Assessment: #1a 1. Mr. Lewis arranges all the desks in his classroom into 6 equal groups of 4. How many desks are in his classroom? a. What does the product in your multiplication sentence represent? Chapter 4 Based on the standards addressed in the chapter, this assessment should address the following aspects of rigor: ✓Procedural Skill/Fluency Conceptual Understanding ✓Application
Competency standard UNIT TITLE: WORK IN A SOCIALLY DIVERSE ENVIRONMENT NOMINAL HOURS: 25 hours UNIT NUMBER: D1.HRS.CL1.19; D1.HOT.CL1.02; D2.TCC.CL1.02 UNIT DESCRIPTOR: This unit with the skills and knowledge required to work effectively in a socially diverse environment in a range of settings within the hotel and travel industries workplace context. ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE Element 1: Communicate with customers and colleagues from diverse backgrounds Value customers and colleagues from different cultural groups and treat them with respect and sensitivity Take into consideration cultural differences in all verbal and non-verbal communication Attempt to overcome language barriers Obtain assistance from colleagues, reference books or outside organisations when required Element 2: Deal with cross cultural Misunderstandings Identify issues which may cause conflict or misunderstanding in the workplace Address difficulties with the appropriate people and seek assistance from team leaders or others required Consider possible cultural differences when difficulties or misunderstandings occur Make efforts to resolve misunderstandings, taking account of cultural considerations issues and problems to the appropriate team leader/supervisor for follow up Unit Variables The Unit Variables provide advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. It relates to the unit as a whole and facilitates holistic assessment This unit applies to all industry sectors that seek to work in a socially diverse environment within the labour divisions of the hotel and travel industries and may include: Front Office Housekeeping Food and Beverage Service Food Production Travel Agencies Tour Operation. Cultural differences may include: of address Levels of formality/informality Non-verbal behaviour Work ethics Personal grooming
Communicating and information 2 Explain how to do something to a colleague or customer from another language or cultural background Planning and organising activities 2 Identify ways to improve workplace communication with colleagues/customers from diverse backgrounds Working with others and in 2 Work cooperatively with team members from diverse backgrounds Using mathematical ideas and techniques 0 Solving problems 2 Applying conflict resolution and communication skills to resolve conflict and/or misunderstandings Using technology 0
(*) (+) VG Leaf: anthocyanin intensity of coloration at base QN (a) absent or weak 1 medium 2 strong 3 (+) VG/ MS Flower head: peduncle length QN short Zahara 3 medium Wytworna 5 long Uproar 7 (*) (+) VG Flower head: type QN single Star 1 semi-double Yellow 2 double Lilliput 3 VG Only varieties with double flower head type: density of ray florets QN sparse Thumbelina 3 medium Short Stuff 5 dense Uproar 7 VG/ MS Flower head: diameter QN Lilliput 3 medium 5 large Inca 7 VG/ MS Flower head: height QN short 3 medium 5 tall 7 (*) Ray floret: length QN (c) short Liliput 3
To ensure the Breakfast Club / The Hill offers the highest standards of physical and emotional care, health and safety, and food hygiene at all times; To assist with the preparation and maintenance of materials and equipment; Recording accidents in the accident book; Ensure children are collected in strict accordance with the Setting’s Child Collection Policy; To ensure the Breakfast Club / The Hill offers a high quality, inclusive environment which meets the needs of all children, regardless of culture, religion, and physical or emotional development; To ensure confidentially within the Breakfast Club / The Hill at all times; To participate in activities which fall outside of normal working hours as required, e.g. Training, Staff Meetings, fundraising events, etc. To undertake such other duties and responsibilities of an equivalent nature as may be determined from time to time by the Play Leader Playworker - Person Specification: Essential Desirable Skills, aptitude, knowledge and experience An understanding of the principles of Playwork A commitment to the provision of high quality childcare A positive approach to learning and gaining new skills through teamwork and training opportunities Enthusiasm for consulting with children Creativity to devise new ideas and engage the children in activities Previous experience of Playwork with children aged 4-11 in a voluntary or paid capacity Knowledge of the Early Years Foundation Stage and the Playwork Principles Interest in the care, learning and development of young children Personal qualities Excellent communication skills, with children, colleagues, advisors and parents/carers. Patience, punctuality, reliability and trustworthiness A positive approach to inclusive practice, with children, parents/carers and colleagues Enthusiasm for working with children and people Good organisational and planning skills Flexibility/ adaptability Able to work in small teams Qualifications A positive approach to gaining further qualifications, and continuous professional development Completion of Safeguarding Awareness course 2) Health & Safety certificate
Chapter Character (s) Theme and/or Significant Quotes (page) Connection to Professor Nguyen's research interests: war and memory; race and ethnicity; multiculturalism and identity; transnationalism and diaspora; Asian American literature and culture; international and comparative approaches to the Vietnam War; the Vietnamese diaspora; and fiction writing. Chapter Five Commandant Claude General Ms. Mori Bon Uncle tom Confession Humility Humble Transparency Challenging sexual Finds a way to compare the reality of event by mentioning a relatable event but not relevant. Distracts the audience to reveal our attention to the important matter. Chapter Six General, professor hammer, madame, claude, major, sonny, bon, narrator Pg. 97 “what if he is not guilty, wont it be murder?” Trying to be who has to be in that moment to save himself. When professor nguyen saying he wants to study literature but still wants to be a lawyer. Chapter Seven General, madame, Sophia mori, Lana, Clarke Gable’s Mustache guy, captain, Congressman, Rita Death, Celebration, Mystery, Dual Identity, Love, Frienship Lana’s pursuit of her singing career is showing her chase the promised American Dream
Slide 14, Recommended Direct Service Time Range Form Figure 4 Page from VISSIT with table of options of direct service times and lines for explanations below the table. Slide 15, Recommended Educational Team Support/Collaboration Service Time Range Form Figure 5 Page from VISSIT with table of options of service times and lines for explanations below the table. Slide 16, The O&M VISSIT: Frequently Asked Questions Figure 6 of a page from VISSIT Frequently Asked Questions Slide 17, The O&M VISSIT: Frequently Asked Questions (cont.) Figure 7 Image of a page from VISSIT Frequently Asked Questions Slide 18, Initial Validation Study – Participant Information The O&M VISSIT was sent to 34 nominated expert COMS in 10 of the 20 Education Service Center (ESC) regions in Texas The O&M VISSIT was completed and returned by 24 COMS from 8 ESCs. Total number of O&M VISSIT forms received = 56 Participants were all certified O&M specialists in 80.95% females and 19.05% males, with experience working as COMS ranging from 3 years – 32 years. Participants delivered O&M services in a variety of settings (22.22%) Suburban (66.67%) Rural (11.11%) Slide 19, Information About the Students Students ranged in age from 2 – 18 years 50% of the students involved in this were female, and 50% were male
4.2 Method of propagating the variety 4.2.1 Vegetative propagation (a) cuttings [ ] (b) in vitro propagation [ ] (c) other (state method) [ ] 4.2.2 Seed [ ] 4.2.3 Other [ ] (please provide details) 5. Characteristics of the variety to be indicated (the number in brackets refers to the corresponding characteristic in Test Guidelines; please mark the note which best corresponds). Characteristics Example Varieties Note 5.1 (2) Plant: height (only for pot and garden types) very short 1 [ ] very to short 2 [ ] short Hiljoli (P), Shooting Star (G) 3 [ ] to medium 4 [ ] medium Houndspool Cheryl (G), WP08 (G) 5 [ ] medium to tall 6 [ ] tall Devon Wizard (G) 7 [ ] tall to very tall 8 [ ] very tall 9 [ ] 5.2 (4) Plant: position of flowers compared to foliage (only for pot and garden types) same level or slightly above Coral Reef (G), Hiljoli (P) 1 [ ] moderately above Houndspool Cheryl (G), Koviol (P) 2 [ ] far Waterloo Sunset (G) 3 [ ] 5.3 (37) Flower: type single Calypso Star (G), Hilbreking (Cu) 1 [ ] double Sam’s Pride (Cs), William Sim (Co) 2 [ ]
#7. Additional information which may help in the examination of the variety 7.1 In addition to the information provided in sections 5 and 6, are there any additional characteristics which may help to distinguish the variety? Yes [ ] No [ ] (If yes, please provide details) 7.2 Are there any special conditions for growing the variety or conducting the examination? Yes [ ] No [ ] (If yes, please provide details) 7.3 Main use (a) cut flower - one flower per stem [ ] - spray [ ] - umbrella (D. barbatus) [ ] (b) garden plant [ ] (c) pot [ ] (d) other [ ] (please provide details) 7.4. A representative color photograph of the variety displaying its main distinguishing feature(s), should accompany the Technical Questionnaire. The photograph will provide a visual illustration of the candidate variety which supplements the information provided in the Technical Questionnaire. The key points to consider when taking a photograph of the candidate variety are: Indication of the date and geographic location Correct labeling (breeder’s reference) Good quality printed photograph (minimum 10 cm x 15 cm) and/or sufficient resolution electronic format version (minimum 960 x 1280 pixels)” Further guidance on providing photographs with the Technical Questionnaire is available in document TGP/7 “Development of Test Guidelines”, Guidance Note 35 (). [The link provided may be deleted by members of the Union when developing authorities’ own test guidelines.] 8. Authorization for release (a) Does the variety require prior authorization for release under legislation concerning the protection of the environment, human and animal health? Yes [ ] No [ ] (b) Has such authorization been obtained? Yes [ ] No [ ] If the answer to (b) is yes, please attach a copy of the authorization.
large 7 However, it should be noted that all of the following 9 states of expression exist to describe varieties and should be used as appropriate: Note very small 1 very small to small 2 small 3 small to medium 4 medium 5 medium to large 6 large 7 large to very large 8 very 9 6.2.3 Further explanation of the presentation of states of expression and notes is provided in document TGP/7 “Development of Test Guidelines”. 6.3 Types of Expression An explanation of the types of expression of characteristics (qualitative, quantitative and pseudoqualitative) is provided in the General Introduction. 6.4 Example Varieties Where appropriate, example varieties are provided to clarify the states of expression of each characteristic. 6.5 Legend (*) Asterisked characteristic – see Chapter 6.1.2 QL Qualitative characteristic – see Chapter 6.3 QN Quantitative characteristic – see Chapter 6.3 PQ Pseudo-qualitative characteristic – see Chapter 6.3 MG, MS, VG, VS – see Chapter 4.1.5 A, B, C See Chapter 3.3.3 (+) See Explanations on the Table of Characteristics in Chapter 8.1. 23 – 68 See Explanations on the Table of Characteristics in Chapter 8.2.
Accommodation Requirement Wintree City Resort, Chiang Mai (http://www.wintreecityresort.com) 72 Highway Chiang Mai-Lampang Frontage Rd., Tambon Chang Phueak, Amphoe Mueang, Chiang Mai 50300 I would like to book the rooms on the night(s) of 13th Dec 2018 14th Dec 2018 15th Dec 2018 Superior room (max 2 ppl/room) for rooms (2,000 Baht/night) room (max 2 ppl/room) for rooms (2,700 Baht/night) Khum Phu Come Hotel (https://www.khumphucome.com) 14/23 Cholprathan Rd., T.Chang Puek A.Muang, Chiang Mai 50300, Thailand I would like to book the rooms on the night(s) of 13th Dec 2018 14th Dec 2018 15th Dec 2018 twin room (max 2 ppl/room) for rooms (1,800 Baht/night) Executive twin room (max 2 ppl/room) for rooms (2,000 Baht/night) * prices include the shuttle service to and from the Chiang Mai International Airport on the day of check-in/ check-out (pre-booked only) ** Hotel prices at the Khum Phu Come include shuttle transportation to (morning) and from (afternoon) the Wintree hotel on 14th Dec 2018 Name of guests Room 1. Guest 1 Guest 2 Email Tel. Room 2. Guest 1 Guest 2 Email Tel. Room 3. Guest 1 Guest 2 Email Tel. ***Confirmation requires 50% deposit in advance. ****Payment could be made directly by transferring the money to the account For Wintree City Resort accommodation - Siam commercial Bank, (Central Festival Chiang Mai Branch no. 5372), Chiang Mai Pornlavee limited parthership, Account No. 468-053-703-1 For Khum Phu Cume Hotel accommodation – Current account, Bangkok Bank public company limited (Thapae branch, Swift bank BKKBTHBK), Name Chiangmai Phucume (3) Company Limited, Account no. # Presents the slip by email to # Rooms are subjected to availability
Works Cited Coondin, David. “How to Set a Batting Order in Baseball.” eHow. Demand Media Inc., 2011. Web. Keri, Jonah, ed. Baseball Between the Numbers: Why Everything You Know About the Game Is Wrong. New York: Basic, 2006. Print. Morong, Cyril. “Value of OBP and SLG by Lineup Position.” Beyond the Box Score. Vox Media, Inc. 12 Feb. 2006. Web. Pankin, Mark. “Finding Better Batting Orders.” Mark Pankin Baseball Page. “N.p.” 1991. Web. 13 Nov. 2011. Pankin, Mark. “Markov Chain Models: Theoretical Models ” Mark Pankin Baseball Page. “N.p” Web. 13 Nov. 2011. Tanko, Tom, Mitchel Lichtman, and Andrew Dolphin. The Book: Playing the Percentages in Baseball. Dulles, Virginia: Potomac, 2007.
Good knowledge in MS WORD, MS EXCEL, MS POWER POINT. B.E - (6.23 CGPA) Higher Secondary - (91%) High School - (79%) Saranathan College, SOWDAMBIKAA School CREA School TRICHY, TRICHY, TRICHY, India. India India 2018 2014 2012 Maintenance and Manufacturing Field. Supervision and Organizing Skills. Designing. Father’s Name Date of Birth Sex Nationality Marital Status Passport details Passport number Date of issue & expiry Place of issue Visa status Notice period : : : : : : : : : Mr Palanisamy S 13.02.1997 Male Indian. Single N1716574 10/08/2015 TO 09/08/2025 Visit visa Immediate
Level 2/3 - How does the Thames Barrier stop London flooding? Why has the Thames Barrier been in record use over the past two months? What does the picture of the River Thames show? When was the barrier built? Level 3/4 - How does the Thames Barrier stop London flooding? Why was the barrier built? Where do the gates go when they opened? What is the purpose of this text? Level 4/5 - How does the Thames Barrier stop London flooding? How long did the barrier take to build? What prompted the construction of the barrier? What does ‘inaugurated’ mean?
(02 – 09 August 2014) Logic Framework template for proposed proposal: - 4 Objectives. Objective One To popularize science to the broader South African society (add more rows if need be for more activities) Activities What you propose to do to accomplish this objective Duration of activity: Target participants Who this activity intended for (learners, educators, public) including number Inputs What resources do you require for activities – the items budgeted for Outputs Immediate, tangible results from the activity –e.g. number trained, services provided State advertisements / marketing of activities Reference: List all reference materials / people utilized including contact details: Responsible person: to relay this message: i.e. Facilitator Name and Qualification and contact details. Municipal District to be covered: to district list attached) Example: There will be a showcase addressing the usage of the Learners – 500 Educators 50 Public - 2000 2L bottles, empty cans, String etc. Audience will be able to identify water saving techniques and create apparatus from recycling at no cost. WEBSITE: PROJECTS.CO.ZA Facilitator: Prof. Joe Soap DSc(Nuclear Physics) Capricorn District
Activities What you propose to do to accomplish this objective Duration of activity: Target participants Who this activity intended for (learners, educators, public) including number Inputs What resources do you require for activities – the items budgeted for Outputs Immediate, tangible results from the activity –e.g. number trained, services provided State advertisements / marketing of activities List all reference materials utilized: Responsible person to this message: i.e. Facilitator Name and Degree: Municipal District to be covered: to district list attached) Activity 1: Activity 2: Activity 3: Activity 4: Activity 5: Objective Three To make appealing to learners such that they consider SET as preferable career options (add more rows if need be for more activities) Activities What you propose to do to accomplish this objective Duration of activity: Target participants Who this activity intended for (learners, educators, public) including number Inputs What resources do you require for activities – the budgeted for Outputs A) Immediate, tangible results from the activity –e.g. number trained, services provided List all reference materials utilized: Responsible person to relay this message: i.e. Facilitator Name and Degree: Municipal District to be covered: (refer to district list attached)
“Then it will get washed this evening,” said the large woman starting up the street, dragging the frightened boy behind her. He looked as if he were fourteen or fifteen, frail and willow-wild, in tennis shoes and blue jeans. The woman said, “You ought to be my son. I would teach you right from wrong. Least I can do right now is to wash your face. Are you hungry?” “No’m,” said the being-dragged boy. “I just want you to turn me loose.” “Was I bothering you when I turned that corner?” asked the woman. “No’m.” “But you put yourself in contact with me,” said the woman. “If you think that that contact is not going to last awhile, you got another thought coming. When I get through with you, sir, you are going to remember Mrs. Luella Bates Washington Jones.” popped out on the boy’s face and he began to struggle. Mrs. Jones stopped, jerked him around in front of her, put a half nelson about his neck, and continued to drag him up the street. When she got to her door, she dragged the boy inside, down a hall, and into a large kitchenette-furnished room at the rear of the house. She switched on the light and left the door open. The boy could hear other roomers laughing and talking in the large house. Some of their doors were open, too, so he knew he and the woman were not alone. The woman still had him by the neck in the middle of her room. She said, “What is your name?” “Roger,” answered the boy. “Then, you go to that sink and wash your face,” said the woman, whereupon she turned him loose—at last. Roger looked at the door—looked at the woman—looked at the door—and went to the sink. “Let the water run until it gets warm,” she said. “Here’s a clean towel.” “You gonna take me to jail?” asked the boy, bending over the sink.
Thank you for standing in our defense at a time when our personal freedom, our very way of life was in serious jeopardy. Because of sacrifices by you and your Armed Forces colleagues, our country remains strong and free. We are proud of your service, and we say thank you with all our hearts. You performed a and honorable duty and sacrificed in a way that few in this present generation can understand or appreciate. Well, I appreciate the work you did and the sacrifices you made to serve your country. If not for men and women willing to serve, this world would be a far different place than it is now. Let us take a moment to remember And salute your unselfish way God bless you dear Veterans Today and every day! We thank you for our freedom ~ For our safety you secured We thank you for your time away ~ Our liberty you bought. In remembering all the men who died, The battles fought, the tears we cried, We honor and respect you, And remember you with pride. Saluting you as our heroes, We feel so very blessed And we really do admire you... You're our nation's very best! Poem by: Doreen Scerri Â© 2009 v.8.8.18
Assembly Instructions Follow these assembly instructions for both United States and International Project candidates. Do not use any type of folders or binders while assembling the packets. Do not attach the cover letter to the application. Prepare one (1) complete packet; use the checklist. Staple the top left corner of each packet Applications that are clear, typed, filled out and accompanied with all relevant endorsement(s), documentation, budget(s), method of payment form, bank letterhead if requesting a wire transfer, and/or background information will be processed for grant consideration. Incomplete grant applications (missing any information requested) will not be considered. Mail Complete application packet to: Presbyterian Women Attention: Cheri Harper 100 Witherspoon St., Louisville, KY 40202-1396 Please address any questions to: Cheri Harper, Mission Associate Deadline Information for Thank Offering Application Postmark Deadline Notify us of any other funding received Decision First Payment Second Payment September 15 February 1 of Decision Year March of Decision Year June of Decision Year December of Decision Year
Res. High Point Rider Aria Morgan (Hancock Horseman) Res. High Point Rider Shayna Rigsby (Timmermann’s) Horse of the Show Reggie (M & M Equestrians) SATURDAY SCOREBOARD Senior High School Team Team Diamond Rail/Pattern Horsemanship Diamond Reining Sapphire Rail Horsemanship Sapphire Pattern Horsemanship Ruby Rail Horsemanship Ruby Pattern Horsemanship Emerald Rail Horsemanship Emerald Pattern Horsemanship Opal Rail Horsemanship Opal Pattern Horsemanship Total Final Placings Arnold - 2 6 6 6 6 2 4 - - 32 Bay Hill 6 6 3 5 6 5 3 1 4 2 41 Equine Differences 0 - 6 3 6 4 - - 1 1 21 Hancock 5 5 4 2 4 6 0 0 - - 26 Hickory Ridge - - 3 5 2 4 - - - - 14 KCPH - - 5 0 - - 5 0 - - 10 McColley - - 5 4 5 6 6 6 3 4 39 Royal Creek 4 1 - - 1 5 0 5 - - 16 Silver Spur - - - - 3 3 4 2 - - 12 Timmermann's - - 2 6 - - - - - - 8 SATURDAY SCOREBOARD Junior High School Team Team Sapphire Rail Horsemanship Sapphire Pattern Horsemanship Ruby Rail Horsemanship Ruby Pattern Horsemanship Emerald Rail Horsemanship Emerald Pattern Horsemanship Opal Rail Horsemanship Opal Pattern Horsemanship Total Final Placings
Hook Q Materials: the patterns for the turkey, pieces of the turkey already cut out, (body, gobble, beak), strips of paper for feathers (red, orange, yellow and black), pencils, black markers, glue, scissors, and a special prize for all the winners (something better than you might normally give out). (You will need a set of each of these items for every three or four students that you have at your center.) Materials should be divided as follows: Group One Three 1 turkey cut out 1 red gobble cut out 1 orange beak cut out 4 strips of paper for the feathers: ( 1 red, 1 orange, 1 yellow, 1 black) 1 feather pattern 1 pencil 1 black marker Scissors Glue (They can complete the turkey but it won’t be exactly the same! See what they do!) 1 turkey cut out no gobble or beak no beak 4 strips of paper for the feathers: (*no black, 2 red, 1 yellow, 1 orange) *no feather pattern 1 pencil 1 marker Scissors Glue (This has some things that they need but see if they use the feather pattern when you provide it or just try it on their own.) Two Group Four *no turkey 1 red gobble cut out 1 orange beak cut out 4 strips of paper for the feathers (1 red, 1 yellow, 1 orange, 1 black) 1 feather pattern no pencil, scissors, or glue (This group can’t even get started because they don’t even have a foundation. Watch and see if they ask for their supplies one at a time or all together.) turkey cut out glue and scissors (This group has nothing else. Let them feel their need for a while before you rescue them!!)
Name THARA THOMAS Department ECONOMICS Year of Joining 03-04-2017 Address NARICKATTU (H) MUTTAMBALAM P O KOTTAYAM PIN -686004 Phone (Mob :) 9847234367 Phone (Residence) Email tharathomas81@gmail.com PERSONAL College-level Duties and In-charge Duty Position Duration Class Teacher 2015-16, 2017-18 College Arts Club Teacher in charge 2015-16 Economics Association Teacher in charge 2016-17 Walk With Scholar Programme Mentor 2015-16, 2016-17, 2017-18 Women’s Forum Teacher in charge 2016-17, 2017-18 Internal examination Convener 2017-18 Nature Club Teacher in charge 2016-17 Documentation Committee Member 2015-16 Qualifications Degree Rank Institute University M A Nil St.Thomas College, Pala. MG University B.Ed. Nil St. Joseph’s College of Teacher Education, Mannam MG University SET Cleared on 2011
Role of Inclusive growth in Indian Economy With special reference to agriculture conducted by ST George’s College , Aruvithura on 30th&31st January 2017. Presented a paper on the national Seminar conducted by Baselius College Kottayam on 10th October 2017 Presentations 3 Presented a paper entitled as “Spice Economy of India- With special Reference Pepper market of Keral” on 5th&6th Januaryorganized by Baselius College Kottayam. Nature Title Institute UGC, NET, JRF - - - - Awards, Honors, Recognitions, Patents Memberships in Forums, Committees, Societies outside College Organisation Title (Year) KEA Member 2017