zilongwang/ReadingBank huggingface dataset:
1.2 A history of feverishness or measured of ≥ 38oC IEORRES IECOCCUR1 Category Yes/No 0 No No 1.3 Cough IEORRES IEOCCUR2 Category Yes/No 0 No No WARN AND REJECT IF IEOCCUR2 = No AND IEOCCUR1 =
Module 2. DAILY LABORATORY RESULTS 1.0 Results available for samples taken on the date in section 1 above? LBPERF Category Yes/No 0 No Yes 1.1 Haemoglobin LBTEST LBORRES LBORRESU Real 999.9 Category g/L or g/dL 1 No yes Enforce Unit 1.2 Haematocrit LBTEST LBORRES LBORRESU Real 99 % 1 No Yes 1.3 WBC count LBTEST LBORRES LBORRESU Real 99.9 Category x109/L or x103/µL 1 No yes Enforce Unit 1.4 Platelets LBTEST LBORRES LBORRESU Real 999.9 Category x109/L or x103/µL 1 No Yes Enforce Unit 1.5 APTT/APTR LBTEST LBORRES LBORRESU Real 99.9 seconds 1 No yes 1.6 PT LBTEST LBORRES LBORREU Real 99 Seconds 1 No Yes 1.7 or INR LBTEST LBORRES LBORRESU Real 99.9 Seconds 2 No yes 1.8 ALT/SGPT LBTEST LBORRES LBORRESU Real 9999.9 U/L 1 No Yes
1.9 Bilirubin LBTEST LBORRES LBORRESU Real 99 Category µmol/L or mg/dL 1 no yes Enforce Unit 1.10 C-reactive protein LBTEST LBORRES LBORRESU Real 999.9 Category mg/L or nmol/L 1 No Yes Enforce Unit 1.11 AST/SGOT LBTEST LBORRES LBORRESU Real 9999.9 U/L 1 No yes 1.12 Glucose LBTEST LBORRES LBORRESU Real 999.9 Category mmol/L or mg/dL 1 No Yes Enforce Unit 1.13 Erythrocyte Sed Rate LBTEST LBORRES LBORRESU Real 9.99 mm/h 1 No yes 1.14 Blood Urea Nitrogen (urea LBTEST LBORRES LBORRESU Real 999.9 Category mmol/L or mg/d 1 No Yes Enforce Unit 1.15 Lactate LBTEST LBORRES LBORRESU Real 99.9 Category mmol/L or mg/dL 1 No yes Enforce Unit 1.16 LDH LBTEST LBORRES LBORRESU Real 999 U/L 1 No Yes 1.17 Creatine kinase CPK LBTEST LBORRES LBORRESU Real 999.9 U/L 1 No yes 1.18 Creatinine LBTEST LBORRES LBORRESU Real 9999.9 Category mol/L or mg/dL 1 No Yes Enforce Unit
Exceeds Expectations: Portfolio highlights student’s completed projects, is well organized, and the information is geared toward a specific career goal and audience. Portfolio includes clear and descriptive narratives for each project, highlighting skills relevant to the career area of interest. Portfolio design Meets Expectations: Overall design of portfolio and highlighted projects employs appropriate use of design principles, layout design, image composition, color theory, and typography. Portfolio reflect flowchart elements, includes good usability and accessibility, and consistent design elements. Portfolio showcases student’s technical skills. Exceeds Expectations: Overall design of portfolio and highlighted projects employs design principles, layout design, image composition, color theory, and typography that allow the portfolio to meet the goal of showcasing student work to potential employers. Portfolio reflect flowchart elements, includes good usability and accessibility, and consistent design elements. Portfolio clearly showcases student’s technical skills. The Digital Portfolio: TGJ2OI Evaluation Check List Knowledge/ Understanding Thorough knowledge of personal management skills. Knowledge of strengths Knowledge of weaknesses and strategies for improvement Understand the relationship between goals and interests/characteristics Showed understanding of the mature audiences who might review a portfolio Evidence of knowledge of transferable skills Thinking/Inquiry Used critical thinking skills to include relevant information Used creative thinking skills to present information Profile shows enough evidence of self-assessment in all categories Used logic in creating the order of items used Showed insight in relation to the importance of documents to the present/future Communication Communicates information, ideas and experiences with a high degree of clarity Effective use of technology in creating the portfolio Application Excellent Personal Management evident by the professional quality of the whole
TGJ2OI _________________ Animation Assignment #1: The Flip Book NAME Intro For this assignment you will be required to manage your own progress. Between now and the end of the week you are responsible for creating 3 flip Part 1: Read Read the handout on Flip Books. It outlines the origins of animation, some key terms and principles. Part 2: Build Once you’ve completed the reading, start the assignment, which can be found on the last page of the introduction handout. You will need a sheet of regular paper (blank, not lined), a stapler and scissors. The assignment has three parts. Detailed instructions for the first two are in the assignment. Part 3: Create The third part requires you to be creative. Using the techniques and principles you learned about in class and discovered with your first flip books, create a minimum 24-page animation of your own choosing. You will be provided with the post-it note flip book, you will need to provide a sharp pencil (always work in rough first), and a fine tipped black marker (or pen..but a marker works best). It would be a good idea to have a ruler too. Part 1 and Part 2 are “road blocks”. You must show your work and explain your thought process to the teacher before you are allowed to move on to Part 3 (which is the formal evaluation). Rubric Criteria Level One Level Two Level Three Level Four TEACHER SPEAK: Does the flip book demonstrate the appropriate principles of animation? STUDENT SPEAK: Does the flipbook animate smoothly? [Application] Fails to meet minimum standards (it moves) but the movement is not fluid, nor is it consistent Meets minimum standards, but barely moves or moves in a simple pattern. Meets the expectations, movement is consistent and demonstrated in multiple ways. Demonstrates skills and production value at or near a professional level. Comments/Next Steps:
Shot # Description (what is in the shot, was it taken, time of day, etc) Aperture Shutter Speed ISO Comments (what were you trying to accomplish, etc). TGJ2OI: Rule of Thirds Rubric Name:________________________ Criteria Level Four (100-80%) Three (79-70%) Level Two (69-60%) One (59-50%) CREATIVITY (Thinking) Shot composition goes beyond the minimum level of quality and subject matter to satisfy the assignment. Subject matter is appropriate for assignment. shots meet the minimum level of quality and subject matter to satisfy the assignment. Subject matter is appropriate for the assignment. Shots meet the minimum level of quality and subject matter to satisfy the assignment. Subject matter could be improved; some shots appear to be filler material. Shots do not meet the minimum level of quality to satisfy the assignment. Subject matter is inappropriate or unsuccessful for this assignment. PHOTO COMPOSITION (Application) Composition is purposeful, and clearly and uniquely demonstrates the use of the "rule of thirds". Demonstrates excellent use of composition creates visual interest in the subject. Composition is purposeful. The subject is clearly stated but the focus is, at times, distracting. Subject is evident but weakened by busyness or background objects. The viewers eye is somewhat attracted to the dominant features. No subject is evident. The viewers eye is distracted by busyness. is little or no evidence of thoughtful composition. The shots appear unbalanced. VISUAL IMPACT (Thinking) Shots show originality of thought, exhibit effective use of composition. Shots create strong viewer response, Shots exhibit effective use of composition; image creates minimal level of viewer Shots exhibit an attempt at the effective use of composition, shots do not elicit much if any viewer do not exhibit a discernible regard for composition, shots do not elicit any viewer response.
Knowledge Demonstrate understanding of the stop motion animation technique – appropriate frame rate, smooth animation, able to see movement clearly Demonstrates thorough understanding of frame rate – evidence of variable frame rate to show building or release of energy Demonstrates considerable understanding of frame rate – appropriate frame rate chosen Demonstrates some understanding of frame rate – animation is either too fast/too slow Demonstrates limited understanding of frame rate – animation is excessively choppy, unable to follow the movement Communication Use of a story, images in correct sequence, appropriate use of music Excellent use of storytelling. All images in correct sequence. Thorough use of characters, plot is evident and the music/sound effects compliment the animation. Use of a story is evident, images in correct sequence and appropriate music/sound effects chosen Some evidence of a story, but not strong enough to maintain interest for the viewer. Limited evidence of a story, but not strong enough to maintain interest for the viewer. Some images out of sequence, no or inappropriate music chosen. Application Demonstrates understanding of how to correctly use the equipment and the editing software Thorough and insightful use of all equipment and software. Considerable use of all equipment and software. Animation is edited successfully. Demonstrates some use of equipment and software applications. Demonstrates limited use of equipment and software applications. Thinking Troubleshoots where appropriate, use of Photoshop when necessary, images in focus, frame filled with animation Extensive use of troubleshooting – images well edited and conscious use of composition evident (frame is filled with animation, no distracting elements) Considerable use of troubleshooting – images well edited and conscious use of composition evident (frame is filled with animation, no distracting elements) Some use of troubleshooting – some images edited but composition should be stronger Some use of troubleshooting – some images edited but conscious use of composition is not evident (frame is filled with animation, no distracting elements) Next Steps/Comments:
Explanations on the Table of Characteristics 8.1 Explanations covering several characteristics Characteristics containing the following key in the second column of the of Characteristics should be examined as indicated below: (a) Plant: Observations on the plant should be made in the dormant season. (b) One-year-old shoot: Observations on the shoot should be made on the middle third of the shoot in the dormant season. (c) shoot: Observation of the young shoot should be made on the upper third of the shoot during rapid growth. (d) Leaf: Observations on the leave should be made on fully developed leaves from the middle third of vigorous current season shoots. (e) Flower: Observations on the flower should be done on fully grown trees. Observations on the flower should be made on the second or subsequent flowers, at the start of dehiscence. (f) Fruit: Observations on the fruit should be done on fully grown trees. All observations of the fruit should be made on 10 typical fruits taken from a minimum sample of 20 fruits, at time of visual ripeness. 8.2 Explanations for individual characteristics Ad. 1: Plant: vigor The vigor of the plant should be considered as the overall abundance of vegetative growth. Ad. 4: Plant: habit 1 2 upright upright to spreading 3 4 spreading drooping Ad. 6: One-year-old growth pattern 1 2 3 straight moderately wavy strongly wavy Ad. 7: One-year-old shoot: pubescence The pubescence should be observed on the distal half of the Ad. 15: One-year-old shoot: shape of apex of vegetative bud 1 2 3 acute obtuse rounded
biserrate 5[ ] 5.8 (51) Time of beginning of bud burst very early 1[ ] very early to early 2[ ] early 3[ ] early to medium 4[ ] medium 5[ ] medium to late 6[ ] late 7[ ] late to very late 8[ ] very late 9[ ] 6. Similar varieties and differences from these varieties Please use the following table and box for comments to provide information on how your candidate variety differs from the variety (or varieties) which, to the best of your knowledge, is (or are) most similar. This information may help the examination authority to conduct its examination of distinctness in a more efficient way. Denomination(s) of variety(ies) similar to your candidate variety Characteristic(s) in which your candidate variety differs from the similar variety(ies) Describe the expression of the characteristic(s) for the similar variety(ies) Describe the expression of the characteristic(s) for your candidate variety Example Plant: vigor weak strong Comments:
Knowledge: Technical or specialist Literacy and Numeracy Organisational Knowledge and use of equipment Good knowledge of DIY equipment/repairs etc. Good knowledge of relevant policies and procedures, H & S, security, chemical handling, critical incident etc. Knowledge of security/alarm systems Literacy and Numeracy required for recording checks of equipment etc. Ordering supplies etc. Ability to produce reports and prepare contracts. Full driving license with Part D1 Knowledge of industrial cleaning products and the relevant health & safety guidelines. Experience of managing staff. Related qualifications e.g. City & Guilds. Experience of personnel policies and procedures. Knowledge of security systems/alarms. Knowledge of cleaning standards Knowledge of security and safety policies and procedures Knowledge of DIY/gardening equipment Mental Skills: Research Problem Solving Thinking creatively/developing new Planning Assist in project specification data collection, analysis and make recommendations. Ability to deal with varied problems Be proactive and contribute to school building projects and developments strategy. Medium/long term planning premises, improvements. Interpersonal and Communications Skills: Training and/or presentation skills Provides training/demonstrations to cleaning staff.
Fordítástudomány. III. évf. 1.szám. Magyar Nyelvőr, Magyar nyelv, Édes anyanyelvünk (folyóiratok) Course European Studies Neptun code: BTTG 103 Institute hosting the course: Modern Philology Institute, Department of Applied Linguistics and Translation Studies Course type: Compulsory, compulsory optional, optional Course coordinator: Dr. Farkas Ákos, University Teacher Optimal semester: First (fall) Preconditions: - No. of lessons/week: 1/week 15/term Requirements of accomplishment: signature, seminar grade, exam, report Credits: 2 Course format: full-time, part-time Course objectives: The aim of this course is to familiarise students with the history, development of institutions and operational principles of the European Union. Detailed course programme: European Movement, Jean Monnet, cultural community Rome Treaty, European Economic Community Maastricht Treaty, European Union Institutions of the European (European Commission, Committee of Ministers) European Parliament, European Court, European Council Economic, political and social integration in the European The European Union and Central Eastern Europe The financial system of the European Union Agricultural policies of the European Union Environment Protection Common foreign and security policy Common home and judicial cooperation The European Union and Hungary Course requirements: Regular attendance. Evaluation: Colloquium: Detailed explanation of an item, defining concepts. Evaluation of the detailed item explanation is on a five-tiered scale (1–5). The definitions of the concepts also on a five-tiered scale (1–5). Grading scale: 0-60 fail, 61-70 pass, 71-80 fair, 81-90 good, 91-100 excellent Compulsory literature: Horváth Zoltán 2001. Kézikönyv az Európai Unióról, Budapest: Magyar Országgyűlés. Bernek Á.–Kondorosi F.–Nemerkényi A.–Szabó P. 2003. Az Európai Unió. Budapest: Cartographia Kft. Csiffáry Tamás 2003. Minden, amit tudni kell az Unióról. Budapest: Könyvmíves Kiadó.
Conduct of Operations for Test Organization and Administration: Accelerator Program Deputy: (cell: (757) 876-7997) Accelerator Physics Experiment Liaison: Daniel Moser (phone: 5089) Accelerator Work Coordinator: Steve Suhring (phone: 7670) Bubble Chamber Shift Crew: a. Riad Suleiman (cell: ) b. David Meekins (cell: (757)-968-9076) c. Roy Holt d. Brad DiGiovine (cell: ) e. Claudio Ugalde f. Ernst Rehm The Bubble chamber will be operated from the Injector Service Building. The phone number to reach the bubble chamber shift crew is 5248. We will us a computer electronic logbook, which serves as the record of the experiment. All relevant activities are to be recorded, including all changes of experiment conditions and equipment failures. The log book assigned to this experiment is: The bubble chamber proposal, detailed test plan, and all other documents and references are available online at: Beam Operations All beam operations will be conducted from the MCC. To contact the Crew Chief please dial 7045. The phone number to reach the MCC Operator is 7048. There will be one long shift: 9:00 am to 10:00 pm. The MCC will sweep the injector from 8:00 - 9:00 am. The Injector will be in Beam Permit and ready to deliver beam to the bubble chamber in the 5D line at 9:00 am. The beam operations will stop at 10:00 pm. For any issue related to the bubble chamber, please contact Riad Suleiman (cell: ) or Brad DiGiovine (cell: ). To limit access to the bubble chamber when Injector in Restricted Access, an exclusion zone will be marked with a ribbon and cones. The area shall be posted “TEST IN PROGRESS PLEASE DO NOT DISTURB”. Riad Suleiman will represent the collaboration at the 8:00 am meetings in the MCC during the work week. Daily work planning will occur at this time.
6. (*) (+) VG Leaf blade: depth of sinus Limbe : profondeur du sinus Blattspreite: Tiefe der Einbuchtungen Limbo: profundidad de los senos QN (a) absent or very shallow absente ou très peu profonde fehlend oder sehr flach ausente o muy poco profunda 1 shallow peu profonde flach poco profunda 3 medium moyenne mittel 5 deep profonde tief profunda 7 very deep très profonde sehr tief muy profunda 9 7. (+) VG Leaf blade: indentation of margin Limbe : denticulation du bord Blattspreite: Randeinschnitte Limbo: indentación del borde QN (a) absent or very shallow absente ou très peu profonde fehlend oder sehr ausente o muy poco profunda 1 shallow peu profonde flach poco profunda 2 medium moyenne mittel media 3 deep profonde tief profunda 4 8. (*) (+) VG Leaf variegation Limbe : panachure Blattspreite: Panaschierung Limbo: variegación QL (a) absent absente fehlend ausente 1 present présente vorhanden presente 9 9. (+) VG Leaf blade: intensity of green color Limbe : intensité de la couleur verte Blattspreite: Intensität der Grünfärbung Limbo: intensidad del color verde QN (a) light clair hell claro Don 1 light to medium clair à moyen hell bis mittel claro a medoi 2 medium moyen mittel medio Randy 3 medium to dark moyen à foncé mittel bis dunkel medio a oscuro 4 dark dunkel oscuro 5 10. (+) Flower: length Fleur : longueur Blüte: Länge Flor: longitud QN very short très courte sehr kurz muy corta Randy 1 short courte kurz corta Pacburg 3 medium moyenne mittel media Cambi 5 long longue lang larga Camstra 7 very long très longue sehr lang muy larga Regscho 9
medium pink 3[ ] dark pink 4[ ] light red 5[ ] medium red 6[ ] dark red 7[ ] purple 8[ ] violet 9[ ] other color (indicate which) ....................................................... 10[ ] 5.4 i (18) petal: color of middle RHS Colour Chart (indicate reference number) ......................................................... 5.4 ii (18) Upper petal: color of middle white 1[ ] light pink 2[ ] medium pink 3[ ] dark pink 4[ ] red 5[ ] medium red 6[ ] dark red 7[ ] purple 8[ ] violet 9[ ] color (indicate which) ....................................................... 10[ ] 5.5 i (22) petal: color of margin RHS Colour Chart (indicate reference number) ......................................................... Characteristics Example Varieties Note 5.5 ii (22) Lower petal: color of margin white 1[ ] light pink 2[ ] medium pink 3[ ] dark pink 4[ ] light red 5[ ] medium red 6[ ]
after (protogyny) Lübo 3 30. (*) QN VG (+) (d) Tree age of initial female flowering early Daifeng, Daixiang, Fenghui, Liaoning 1, Liaoning 4, Lübo, Xiangling, Xinzaofeng, Zhonglin 1, Zhonglin 5 1 medium Jinlong 1, Jinlong 2 2 late Liao 30401 3 31. QN MG VG (+) Time of beginning of female flowering early D 9, Luguo 2, Lübo, Sorrento, Xilin 2 3 medium Daifeng, Daixiang, Fenghui, Luguang, Marbot, Xiangling, Xinzaofeng, Zhonglin 1, Zhonglin 5 5 late Jinlong 1, Jinlong 2, Liaoning 1, Liaoning 4 7 English français deutsch español Example Varieties Exemples Beispielssorten Variedades ejemplo Note/ Nota 32. QN MG VG (+) The time of beginning of male flowering early Chase D 9, Fenghui, Gustine, Luguang, Luguo 2, Sorrento, Xiangling, Xilin 2, Xinzaofeng 3 medium Lübo, Marbot, Shaanhe 1 5 late Franquette, Jinlong 1, Jinlong 2, Liaoning 1, Liaoning 4, Parisienne, Zhonglin 1, Zhonglin 5 7 33. QN MG VG Time of harvest maturity early Fenghui, Luguang, Luguo 2, Lübo, Xiangling, Zhonglin 5 3 medium Chico, Daifeng, Daixiang, Grandjean, Liaoning 1, Payne, Serr, Xinzaofeng, Zhonglin 1 5 late Jinlong 1, Jinlong 2, Liaoning 1, Liaoning 4, Xilin 2 7 Explanations on the Table of Characteristics 8.1 Explanations covering several characteristics
10. QN VG (+) (a) (c) Only varieties with divisions absent or very few: Leaf: cross section concave concave konkav cóncava Sunstar 1 flat plate flach Clarion, Lollo rossa 3 convex Tiago 5 11. (*) QN VG (+) (a) (c) Leaf: anthocyanin coloration Feuille : pigmentation anthocyanique Blatt: Anthocyanfärbung Hoja: pigmentación antociánica absent or very weak absente ou très faible fehlend oder sehr gering ausente o muy débil Clarion 1 weak faible gering débil Du bon jardinier 3 medium moyenne mittel media Lollo rossa, Luana 5 strong forte stark fuerte Merveille des quatre saisons 7 very strong très forte sehr muy fuerte Revolution 9 12. (*) PQ VG (+) (a) (c) Leaf: hue of anthocyanin coloration reddish Lollo rossa 1 brownish Luana, Maravilla de Verano 2 purplish Faradia, Iride 3 English français deutsch español Example Varieties Exemples Beispielssorten Variedades ejemplo Note/ Nota 13. QN VG (+) (a) (c) Leaf: area covered by anthocyanin coloration Feuille : surface couverte par la pigmentation anthocyanique Blatt: Größe der Anthocyanfärbung Hoja: área cubierta por la pigmentación antociánica very small Steirer Krauthauptel 1 small petite klein pequeña Diablo 3 medium moyenne mittel Luana 5 large grande groß grande Merveille des quatre saisons 7 very large Bijou, Revolution 9
Floral bract: main color of inner side Bractée : couleur principale de la face interne Deckblatt: Hauptfarbe der Innenseite Bráctea floral: color principal del envés RHS Colour Chart (indicate reference number) Code RHS des couleurs (indiquer le numéro de référence) RHS-Farbkarte (Nummer angeben) Tabla de colores RHS (indíquese el número de referencia) 33. PQ VS (a) Floral bract: secondary color of inner side RHS Colour Chart (indicate reference number) 34. QN VG (a) Floral shape in longitudinal section straight 1 slightly recurved 2 moderately recurved 3 strongly recurved 4 English français deutsch español Example Varieties Exemples Beispielssorten Variedades ejemplo Note/ Nota 35. (*) QN VG (+) (a) Floral bract: number of flowers one 1 two 2 more than two 3 36. QN MG VG (a) Varieties with more than two flowers per bract only: Floral bract: total number of flowers per bract few 3 medium 5 many 7
Table of Characteristics/Tableau des caractères/Merkmalstabelle/Tabla de caracteres English français deutsch español Example Varieties Exemples Beispielssorten Variedades ejemplo Note/ Nota (ex 1) (+) VG Plant: growth habit PQ (a) rounded 1 intermediate 2 erect Grand vert 3 (ex 2) (+) VG Plant: height QN (a) short 3 medium Marian 5 tall Bonazza, Grand vert 7 (ex 3) VG Plant: density QN (a) loose 1 medium Edwina, Osmin 2 dense Fin vert nain compact, Marian, Rudy 3 (ex 4+5) VG Stem: anthocyanin coloration QN (a) absent to very weak 1 weak Magic White (v) 3 medium Pesto Perpetuo (v) 5 strong Ararat 7 very strong Osmin, Rosie 9 (ex 8) (+) VG Leaf blade: shape PQ (a) narrow elliptic Siam Queen 1 (new) elliptic Ararat, Keskenylevelü, Magic White (v), Piccolino, Rudy 2 (old 3) ovate Baroness, Marian 3 (old 2) broad ovate Edwina 4 (old 1) (ex 9) Leaf blade: length QN (a) very short Fin vert nain compact 1 Pesto Perpetuo (v) 3 medium Bonazza, Barones, Edwina, Osmin 5
Competency Standard UNIT TITLE: ACCESS AND RETRIEVE COMPUTER-BASED DATA NOMINAL HOURS: 25 hours UNIT NUMBER: D1.HRS.CL1.01; D1.HOT.CL1.06; D2.TCC.CL1.10 UNIT DESCRIPTOR: This unit deals with the skills and knowledge required to access and retrieve computer-based data in the hotel and travel industries workplace context. ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE Element 1: Open file Turn on/access computer system correctly Select or load appropriate software Identify and open correct file Element 2: Access computer-based data Use computer features to access a range of data or information Retrieve data using prescribed systems, sequences and appropriate keyboard techniques Access data stored on a variety of data storage mediums, private computer networks and the Internet Use searches and queries to find desired Information Element 3: Retrieve computer-based data 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 accessing and retrieving data within the labour divisions of the hotel and travel industries and may include: Front Office Housekeeping Food and Beverage Travel Agencies Tour Operation Computer system will vary depending on the enterprise, and may include: Windows Mac Portable computers Stand-alone computers
C: Consumables (non-food) to be available in the kitchen: Silicon baking paper Plain white butchers paper Greaseproof paper Aluminium foil Plastic wrap, clear Plastic sheeting clear Doyleys as required D: Student equipment kit should include: Chefs knife 21 cm Boning 15cm Filleting knife 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 Plastic pastry scraper Spatula, flexible Tongs Digital thermometer Tea towels 6 Cutlery set Scissors Fine strainer Carry case for equipment
grey green PKMFOR168 5 green tinged with red purple Blue Rivulet 6 red purple Silver Bells 7 (*) Leaf blade: length QN (b) very short PKMP05 1 short Napoli Blue 3 medium Blue Rivulet 5 long Caroline 7 very long Elizabeth 9 (*) Leaf blade: width at broadest part QN (b) very narrow Pink Octopus 1 narrow Blue Eyed Blonde 3 medium Caroline 5 broad Silver 7 very broad Sarastro 9 (*) (+) Leaf blade: length/width ratio QN (b) low Caroline 3 medium Pink Octopus 5 high Blue Eyed Blond 7 (+) VG Leaf position of broadest part QN (b) strongly towards base 1 moderately towards base 2 at middle 3 towards apex 4 (+) VG Leaf blade: shape of apex PQ (b) acuminate 1 2
31. (*) VG Corolla: spots on outer side QL (c) absent Sarastro 1 present Pink Chimes 9 32. (+) VG Corolla: distribution of spots on outer side PQ (c) mainly in basal quarter 1 mainly in basal half 2 mainly in basal three quarters 3 throughout 4 mainly along basal quarter of midribs 5 mainly along basal half of midribs 6 mainly basal three quarters of midribs 7 mainly along entire length of midribs 8 33. VG Corolla: density of spots on outer side QN (c) very sparse 1 sparse Silver Bells 3 medium Elizabeth 5 Pink Chimes 7 very dense 9 34. (*) VG Corolla: main color of inner side PQ (c) (d) RHS Colour Chart (indicate reference number) 35. (*) VG Corolla: secondary color of inner side PQ (c) (d) RHS Colour Chart (indicate reference number) 36. (+) VG Corolla: distribution of secondary color of inner side PQ (c) none 1
PQ (c) RHS Colour Chart (indicate reference number) 41. (*) VG Corolla: pubescence of inner side QL (c) absent Caroline 1 present Pink Octopus 9 42. (+) Corolla: length of fused part QN (c) absent or extremely short Pink Octopus 1 very short PKM01 3 short Caroline 5 medium Kent 7 long Pantaloons 9 very long Elizabeth 11 extremely long Sarastro 13 43. (*) (+) VG Corolla: length of part compared to total corolla length QN (c) absent or very 1 short 3 medium 5 long 7 very long 9 44. (+) Corolla: diameter of fused part QN (c) absent or very small PKMP05 1 Samantha 3 medium Elizabeth 5 large 7 very large Blue Eyed Blonde 9 45. (*) (+) VG Corolla: profile of part in longitudinal section PQ (c) converging 1 parallel 2
Planning and organizing activities 2 Schedule cleaning and maintenance activities Working with others and in teams 1 Liaise with staff to address identified needs and problems; undertake cleaning activities to support emerging workplace demands Using mathematical ideas and techniques 1 Calculate quantities of chemicals required for cleaning Solving problems 2 Provide responses to address identified work area and equipment maintenance Using technology 1 Operate cleaning equipment and repair tools
Appendix – acronyms AADCP ASEAN – Development Cooperation Program. ACCSTP ASEAN Common Competency Standards for Tourism Professionals. AEC ASEAN Economic Community. AMS Member States. ASEAN Association of Southeast Asian Nations. ASEC ASEAN Secretariat. ATM ASEAN Tourism Ministers. ATPMC ASEAN Tourism Professionals Monitoring Committee. ATPRS ASEAN Tourism Professional Registration System. ATFTMD ASEAN Task Force on Tourism Manpower Development. CATC Common ASEAN Tourism Curriculum. MRA Mutual Recognition Arrangement. MTCO Mekong Tourism Coordinating office. NTO National Tourism Organisation. NTPB National Tourism Professional Board. RQFSRS Regional Qualifications Framework and Skills Recognition System. TPCB Tourism Professional Certification Board.
Trainer states general cleaning practices to be addressed in beverage service areas may require cleaning ‘behind the bar’ as well as cleaning on the customers’ side of the bar, explaining cleaning tasks are often divided into ‘dry’ and ‘wet’ activities. Dry cleaning activities include: Sweeping Dry mopping Dusting Wiping down Dry vacuuming Wet cleaning activities include: Wet mopping Wet vacuuming Washing Polishing. Slide Slide No Trainer Notes Trainer states cleaning and tidying techniques may include: Physically picking items up – from: The floor Furniture – tables and chairs Window ledges Counter tops Toilets Placing them into bins Sweeping – including: Floors with soft brooms Some furniture may also be swept with purpose-built brushes supplied by the manufacturer of the furniture Causing a to remove cobwebs from high areas (vents, fans, ceilings, light fixtures) as required or when noticed dust pan and brush – to: Clean up dirt and dust swept up by broom up breakages of glasses and bottles Dusting – using a duster or dust cloth to remove dust. The dusting cloth may be dry or impregnated with a cleaning agent cleaner) to increase adhesion of dust particles to the cloth. Class Activity – Internet Research Class visits the following sites to look at the variety of brooms and brushes available:
Ad. 58: Corolla: shape of outer lobes Ad. 62: Corolla: shape of inner lobes broadest part middle at middle broad (low) width (ratio length/width) narrow (high) 4 very narrow 3 narrow ovate 8 narrow elliptic 2 medium ovate 7 medium elliptic 1 ovate 6 circular 5 broad elliptic
medium Brazilian Tall do Forte, Dalam Mapanget, Híbrido Chactemal, Rennel Tall Green, West African Tall Green 3 large Dalam Tenga, Felicitos, Malayan Tall, Tagnanan Tall 5 7. QN MS VG (+) (a) Stem: height low Acapulco, Brazilian Green Dwarf Jiqui, Malayan Red Dwarf, Malayan Yellow Dwarf 3 medium Híbrido Cancún, Rennel Tall Green 5 high Brazilian Tall Praia do Forte, Escondido, Tagnanan Tall 7 8. (*) QN MS VG (+) (a) Stem: width narrow Brazilian Green Dwarf Jiqui, Malayan Red Dwarf, Malayan Yellow Dwarf 3 medium Rennel Tall Green 5 broad Brazilian Tall Praia do Forte, Malayan Tall, Tagnanan Tall 7 9. QN MS VG (+) (a) Petiole: length Acapulco, Brazilian Green Dwarf Jiqui, Genjah Kuning Nias 3 medium Costa Chica, Kelapa Hibrida Indonesia-1 5 long Brazilian Tall Praia do Forte, Dalam Tenga, Escondido 7 10. QN MS VG (+) (a) Petiole: thickness in section thin Acapulco, Genjah Kuning Nias 3 medium Híbrido Cancún, Kelapa Hibrida Indonesia-2 5 Dalam Bali, Escondido 7 English français deutsch español Example Varieties Exemples Beispielssorten Variedades ejemplo Note/ Nota 11. QN MS VG (+) (a) Petiole: width narrow Acapulco, Brazilian Green Dwarf Jiqui, Dalam Mapanget 3 medium Genjah Raja Brown, Híbrido Ordaz 5 broad Brazilian Tall Praia do Forte, Costa Chica, Dalam Kima Atas 7
12. PQ VG (a) Petiole: color Yellow BRS 001, Genjah Kuning Nias, Malayan Yellow Dwarf 1 Genjah Salak, Malayana Green Dwarf 2 red Dalam Mapanget, Malayan Red Dwarf 3 brown BRS 003, Genjah Raja Brown, Malayan Brown Dwarf 4 13. (*) QN MS VG (+) (a) Leaf: length of rachis short Acapulco, Brazilian Green Dwarf Jiqui, Genjah Kuning Nias, Pandan Aromatic Dwarf 3 medium Híbrido Chactemal, Kelapa Hibrida Indonesia-3, Malayan Red Dwarf, Malayan Yellow Dwarf 5 long Brazilian Tall Praia do Forte, Dalam Palu, Escondido, Rennel Tall Green 7 14. QN MS VG (a) Leaf: number of leaflets few Acapulco, Brazilian Green Dwarf Jiqui, Genjah Kuning Nias, Malayan Yellow Dwarf 3 medium Jepara, Híbrido Ordaz, Rennel Tall Green 5 many Brazilian Tall Praia do Forte, Dalam Takome, Gigante, West African Tall Green 7 English français deutsch español Example Varieties Exemples Beispielssorten Variedades ejemplo Note/ Nota 15. QN MS VG (+) (a) Leaflet: length short Brazilian Green Dwarf Jiqui, Costa Chica, Dalam Tebing Tinggi, Felicitos, Genjah Kuning Nias, Pandan Aromatic Dwarf, Rennel Tall Green 3 medium Dalam Tebing Tinggi, Felicitos, Rennel Tall Green 5 long Brazilian Tall Praia do Forte 7 16. QN MS VG (+) (a)
Maintain quality customer/guest service Provide accommodation reception services Read and write English at a basic operational level Receive and place in-coming phone calls Respond to instructions given in English conversations and develop good relations with guests Use common business tools and technology Use oral English to convey a complex exchange of ideas a short message in English. Critical Aspects of Assessment Evidence of the following is essential: understanding of the standard way enterprises expect a telephone to be answered in the workplace Demonstrated ability to use appropriate telephone etiquette Demonstrated ability to ask for caller’s details Demonstrated ability to identify the of a caller Demonstrated ability to confirm bookings, requests and/or orders Demonstrated ability to place orders over the phone Demonstrated ability to handle difficult customers over the phone Demonstrated ability to make complaints over the Demonstrated ability to use diction and polite expressions.
Post charges to guest accounts Reconcile posting of transactions within the areas of responsibility Identify and resolve discrepancies in the posting of internal charges Implement requirements of internal financial systems and controls Check room status and reconcile variations Secure, record and prepare funds for banking Element 3: Verify occupancy position of the property Check and validate room status Investigate discrepancies in room status Adjust internal records to reflect actual room status Element 4: Contribute to management decisions Prepare management and operational reports Distribute reports internally according to enterprise requirements Monitor and evaluate night auditing duties to provide feedback to management on opportunities for improvement Performing front office manager duties during their shift Undertaking auditor functions Assuming leadership during of emergency at the premises during the night shift Dealing with guest queries and complaints Organising night staff meetings Liaising with security personnel to ensure the safety and security of guests and property. Experience required by a night auditor may be related to: Front office and reception experience Operation of front office reservation and other electronic systems Accounting, cash handling and cash control procedures Posting of charges and internal protocols relating to validation of charges and their allocation to the correct accounts/folios Staff management and customer/guest contact skills. Enterprise policies and procedures might include: Safety and internal security of guests and property Financial protocols, including internal cash control and external banking procedures Guest relationships Emergency management and protocols during an emergency Guest behaviour Discretionary authorities when dealing with guests and resolving complaints Staff management and discipline Free of charge rooms (FOC) policy. The role of communication in night auditor activities should relate to: Internal communication with guests
Appendix – ASEAN acronyms AADCP ASEAN – Development Cooperation Program. ACCSTP ASEAN Common Competency Standards for Tourism Professionals. AEC ASEAN Economic Community. AMS ASEAN Member States. ASEAN Association of Southeast Asian Nations. ASEC ASEAN Secretariat. ATM ASEAN Tourism Ministers. ATPMC ASEAN Tourism Professionals Monitoring Committee. ATPRS ASEAN Tourism Professional Registration System. ATFTMD ASEAN Task Force on Tourism Manpower Development. CATC Common ASEAN Tourism Curriculum. MRA Mutual Recognition Arrangement. MTCO Mekong Tourism Coordinating office. NTO National Tourism Organisation. NTPB National Tourism Professional Board. RQFSRS Regional Qualifications Framework and Skills Recognition System. TPCB Tourism Professional Certification Board.
Slide Slide No Trainer Notes Trainer describes how to ask about the frequency of an action using ‘How often’. Class Activity – Individual Trainer instructs students to list activities they do at work in their Trainee Manual. Activity – Pair work Trainer instructs students to work in pairs and ask each other about the frequency of these activities. Students should write their partner’s responses in their Trainee Manual. Slide Slide No Trainer Notes Trainer introduces the topic by describing his/her ideal working environment. Class Activity – Group discussion Trainer asks students to describe ideal working environment. Trainer explains that students should feel confident about sharing their opinions on ways to improve working conditions. Class Activity Trainer asks students to brainstorm problems with their current workplace and write five of them down in their Trainee Manual. Slide No Trainer Notes Trainer explains that students must be professional when making suggestions so they are not seen as rude or pushy. Trainer gives examples of appropriate structures, including: Why don’t we…? It might be a good idea to… We should consider…
Trainer gives examples of modal verbs and explains their function (see Trainee Manual): Probability Ability Obligation Advice Permission. Trainer instructs students to read this chart together as a class. Class Activity – Individual Trainer instructs students to change the questions listed in the Trainee Manual from informal to formal. Class Activity – Individual Trainer instructs students to write formal questions to the responses listed in the Trainee Manual. Class Activity – Pair work Trainer instructs students work in pairs in order to practice the dialogues together. Slide Slide No Trainer Notes Trainer asks students when informal expressions are appropriate. Trainer then explains the of social interactions in which they are appropriate. Classroom Activity – Individual Trainer instructs students to read the dialogues in the Trainee Manual and circle examples of informal speech. Classroom Activity Trainer asks students to defend their answers. Classroom Activity – Pair work Trainer instructs students to work with a partner to practice saying the dialogues together. Slide Slide No Trainer Notes
very long Red Fountain 9 17. (*) Leaf width QN (c) very narrow Pink Champagne 1 narrow Red Fountain 2 medium Purple Sensation 3 Green Goddess 4 18. (*) (+) VG Leaf: prominence of midrib on lower side QN (c) weak Goddess 1 medium Tana 3 strong Red Fountain 5 19. (+) VG Leaf: venation on upper side QL (c) parallel Red Fountain 1 angled Tana 2 20. VG Leaf: glossiness of side QN (c) absent or very weak 1 (d) weak 2 medium Tana 3 strong 4 21. (*) (+) VG Leaf: main of upper side PQ (c) (d) RHS Colour (indicate reference number) 22. (*) (+) VG Leaf: secondary color of upper side PQ (c) (d) RHS Colour Chart (indicate reference number) 23. (+) VG Leaf: distribution of secondary color striping (upper side) PQ (b) midrib only Purple Sensation 1 (d) margin and midrib only Albertii 2 entire Can Can 3 24. VG Leaf: tertiary color PQ (c) (d) RHS Colour Chart (indicate reference number)
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 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)-(d) See Explanations on the Table of Characteristics in Chapter 8. (+) See Explanations on the Table of Characteristics in Chapter 8.
(compressed) width (ratio length/width) narrow (elongated) 3 2 circular 1 oblate Ad. 12: Fruit: diameter This assessment is based on the widest part of the fruit. Ad. 14: Fruit: profile at stem end 1 2 3 raised flat depressed Ad. 15: Fruit: profile at blossom end 1 2 3 depressed flat raised Ad. 21: Only speckled varieties: Fruit: density of speckles 3 5 7 sparse medium dense Literature
Recommended training equipment The equipment and kitchen consumables required for the delivery of practical cookery training classes are listed below, in the following categories: A Items of equipment which should be available for trainer and student use in the training kitchen B The cleaning equipment and cleaning products which should be available in a cleaning room located adjacent to the kitchen, so that students can clean down to leave the kitchen in “as found” condition at the end of each class or session C Consumables other than foodstuffs which need to kept in the kitchen and available for everyday use in each class or session D The items required by each student which would make up their own individual use kit of tools a nd small equipment. A: Equipment in the training kitchen: Commercial cooking stove 4 burner minimum Stainless steel workbench Stainless steel sinks Dishwasher Refrigeration Freezers Cooking pots, multiple sizes Lids for pots Frypan Non stick pans Woks Chinois of various sizes Measuring jugs Mouilis Food processors Ramekins Sieves for dry ingredients Deep fryers Steamers Weighing scales Baking trays Roasting dishes Chopping boards for preparation Gas fire lighters, cigarette lighters not recommended Tongs for handling foods Spiders for handling deep fried foods Cake Tins Dariole moulds B: Cleaning equipment and consumables: Detergent Scrubbing brushes Scourers Sink plugs Brooms Shovel and small brooms Floor mops Mop buckets Wet and dry vacumns Detergent Hand dishwashing detergent Paper hand towel
Performing calculations or conversions Automatically opening documents Assigning options to a key, or toolbar button Matching the format and template to the individual; purpose, audience and information requirements Ensuring readability of the final template Ensuring appearance, style and layout comply with other internal reports, where applicable Ensuring reports are tested/trialled and user feedback is obtained to inform report redevelopment and to generate a report template that allows maximum efficiency and optimises presentation. Standard text may be related to: Evaluating the usefulness of complex technical software functions in automating aspects of standard document production, including: Table of contents Indexing Importing Exporting Linking Embedding Merge criteria Fields Form fields Formulae Sort criteria Macros
Slide Slide No Trainer Notes Class Activity – General discussion of these steps Refer to the Learner guide for questions that may be asked or need to be considered in each of these steps. Slide Slide No Trainer Notes Class Activity – General discussion How is authority and lines of responsibility determined? are they documented? How are they communicated so everyone understands? Slide Slide No Trainer Notes Class Activity – General discussion & show examples of charts Discuss question in slide Where possible show examples of organisational charts. Slide
Slide No Trainer Notes Class Activity – Discuss points Why is it important to consider these points? How will it affect the way you approach the performance problem? Slide Slide No Trainer Activity – Discuss points Why is it important to gather information / facts? What types of evidence should you gather? Where can it be obtained from? In what would immediate action need to be taken? No Trainer Activity – Discuss these steps Slide Slide No Trainer Notes Class Activity – Questions When was a time when you provided and received support?
Slide Slide No Trainer Notes Class Activity – General discussion What else can feedback relate to? How can you gather information to ensure correct feedback is given? Slide Slide No Trainer Class Activity – General discussion Discuss the questions in the slide. Slide Slide No Trainer Notes Class Activity – General discussion In your past experience: What type of feedback is the most common? Why? What are some examples of each type of feedback? Slide Slide No Trainer Notes Class Activity – General discussion Discuss the questions in the slide.
Slide No Trainer Notes Class Activity – General discussion What are suitable rewards? Slide No Trainer Notes Class Activity – General discussion Discuss the questions in the slide. Slide Slide No Trainer Class Activity – General discussion and Role Play Discuss these steps Trainer to break audience into groups of two and role play providing negative feedback. Slide
Slide Slide No Trainer Class Activity – General discussion What are exact and measurable standards for each of these? Slide No Trainer Notes Activity – General discussion What are some examples of standards for different departments for each of these points? Slide No Trainer Class Activity – General discussion What are some examples of standards for different departments for each of these points? What other areas may you have performance standards established in? Slide