zilongwang/ReadingBank huggingface dataset:
SECTION 1 Course Prefix and Number: AMT 1772C Semester Credit Hours (Credit): 6 Contact Hours (Workforce): Course Title: Aviation Maintenance Technology Powerplant II SECTION 2a (To be completed for General Education courses only.) TYPE OF COURSE (Place an “X” in the box next to those that are applicable.) General Education Core (If selected, core discipline area will be identified in Section 4.) General Education (If selected, you must also complete Section 4, Section 5, and Section 8) SECTION 2b TYPE OF COURSE (Place an “X” in the box next to those that are applicable.) A.A. Elective X A.S. Required Course A.S. Professional Elective A.A.S. Required Course A.A.S. Professional Elective X Technical Certificate PSAV/Clock Hour/Workforce Development Education Apprenticeship Upper Division/Bachelors Other: If selected, use this space to title “other” option. SECTION 3 INTELLECTUAL COMPETENCIES (Place an “X” in the box next to those that are applicable.) X Reading Speaking Critical Analysis Qualitative Skills Scientific Method of Inquiry X Writing X Listening Information Literacy Ethical Judgement X Working Collaboratively SECTION 4 (To be completed for General Education courses only.) GENERAL EDUCATION DISCIPLINE AREA (Place an “X” in the box next to those that are applicable.) Communications Humanities Mathematics Social and Behavioral Sciences Natural Sciences SECTION 5 (To be completed for General Education courses only.) GENERAL EDUCATION LEARNING OUTCOME AREA (Place an “X” in the box next to those that are applicable.) Communication Critical Thinking Information Literacy Scientific and Quantitative Reasoning Global Sociocultural Responsibility SECTION 6 LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program) METHOD OF ASSESSMENT Remove, overhaul and install a reciprocating engine Course Practical test based on FAA Practical Test Standards Perform non-destructive methods of engine inspection Course Practical test based on FAA Practical Test Standards Complete a 100-hour engine inspection Course Practical test based on FAA Practical Test Standards Write engine logbook entries to include Airworthiness Directives Course Practical test based on FAA Practical Test Standards SECTION 7 Faculty name(s): David Dagenais Date: 4/8/2018 CS20150615
Secretary (Diandra Russo) Gathered personal contact information about SAAB members and compiled a directory to facilitate communication among SAAB members Facilitated conversation on social sites, sharing news coverage and relevant music therapy information and other conference related issues Encouraged students to promote the Facebook & twitter page! Compiled and sent out Publications: Spring & Fall Newsletter & the Musette Recorded Business Meeting Minutes and sent them out to the appropriate people Treasurer (Kayla Hamilton) Worked on the new budget proposal, which will be proposed during the Friday business meeting and voted on during the Saturday business meeting Took on president-elect duties and recruited students on to the standing committees Parliamentarian (Melissa Heffner) Melissa reformatted the bylaws and attended to consistencies within the bylaws and fixed content issues Bylaws is an organic document and always changing, according to the of the students Updated the “Parliamentarian” folder on drop box to make a smooth transition for the next officer Advisor: Nicole Hahna AMTAS Executive meetings once a month Coordinated the Gaston E. Thayer Award, encouraged students to apply for the Gaston award next year SAAB Board is submitting a proposal for changes to the Gaston E. Thayer Award for scholarships AMTAS Regional Representatives Lakes Region (Melissa Schumann) MY Musicians stands for Making Young Musicians. A grant provides funding to a music program in need. One school in the GLR region will receive up to $400 in instruments and equipment. A school may be nominated if it has grades K-12 and has not received money from the grant from a previous year. All submissions will be reviewed by Executive Board members of the Great Lakes Region American Music Therapy Association of Students (GLR AMTAS) and the recipient will be chosen upon group consensus. Reached out to all the colleges asking them to send in nominations 3 schools are applicants that will be considered Passages: 50-60 students in attendance New board was elected entirely key note speaker 3 scholarship for next year’s conference they are also going to support music therapy organization at a university that promoted Music Therapy among the region Newsletter: GLR is planning to create one, so all the school’s presidents know what they are doing, which will encourage higher participation during conference Mid-Atlantic (Logan Everhart) Past president had to resign 9th annual conference was in October
Income (loss) before income taxes 3,289 (4,295) (4,807) (13,049) Income tax provision (benefit) 1,270 (645) 1,910 1,240 Net income (loss) 2,019 (3,650) (6,717) (14,289) Add: net (income) loss attributable to noncontrolling interest (670) 405 (1,054) 1,242 Net income (loss) attributable to Amtech Systems, Inc. $ 1,349 $ (3,245) $ (13,047) Income (Loss) Per Share: income (loss) per share attributable to Amtech shareholders $ 0.10 $ (0.33) $ (1.34) Weighted average shares outstanding 13,150 9,846 12,022 9,732 Diluted income (loss) per attributable to Amtech shareholders $ 0.10 $ (0.33) $ (1.34) Weighted average shares outstanding 13,259 9,846 12,022 9,732 AMTECH SYSTEMS, INC. (NASDAQ: ASYS) November 19, 2015 Condensed Consolidated Balance Sheets (in thousands)
Current maturities of long-term debt 919 - Accrued compensation and related taxes 5,605 4,269 Accrued warranty expense 793 628 Deferred profit 4,873 6,908 Customer deposits 7,154 4,992 Other accrued liabilities 3,551 5,346 Income taxes payable 830 4,990 Total current liabilities 39,371 33,136 Long-term Debt 8,448 - Income Taxes Payable - 4,990 3,180 Total Liabilities 52,809 36,316 Stockholders' Equity Common $0.01 par value; 100,000,000 shares authorized; shares issued and outstanding: 13,150,469 and 9,848,253 at September 30, 2015 and September 30, 2014, respectively 131 98 Additional capital 110,191 81,884 Accumulated other comprehensive loss (8,666) (5,790) Retained deficit (28,822) (21,051) Total Stockholders' Equity 72,834 55,141
assets and liabilities: Restricted 2,662 Accounts receivable 1,700 (11,786) Inventories (1,308) 3,636 Accrued income taxes (4,329) 6,849 Other assets 2,119 782 Accounts payable 939 766 Accrued liabilities and customer deposits 4,647 (10,805) Deferred profit (1,490) 6,107 Net cash used in operating activities (10,067) (11,081) Investing Activities Purchases of property, plant and equipment (610) (462) Investment in acquisitions, net of cash 8,191 - Proceeds from partial sale of subsidiary 700 - Net cash provided by (used in) investing activities 8,281 (462) Financing Activities Proceeds from issuance of common stock, net 523 1,136 Payments on long-term debt (482) - Borrowings on long-term debt 734 - Excess tax benefit of stock options 30 345 Net cash provided by financing activities 805 1,481
Effect of Exchange Rate Changes on Cash (534) 232 Net Decrease in Cash and Cash Equivalents (1,515) (9,830) Cash and Cash Equivalents, Beginning of Period 27,367 37,197 Cash and Cash Equivalents, End of Period $ 25,852 $ 27,367
I. Aircraft DC Motors J. Aircraft Starter Motors K. Aircraft AC motors L. Motor Brakes and Clutches M. M Starter Generators N. 12-volt Generator System O. 24-volt Compound-Wound Generator System P. 12/24 Volt Alternators II – Ignition and Starting Systems A. Magneto Basic Theory and Test Equipment B. Aircraft Reciprocating Engine Ignition System C. Aircraft Turbine Engine Ignition Systems III – Engine Instrument Systems A. Aircraft Engine Instruments and Warning Systems IV – Engine Fire Protection Systems A. Fire Protection Systems B. Operation, Maintenance, Repair and Troubleshooting of Fire Detection and Protection Systems
Secondary (Year 8-12) Middle/Secondary (Year 6-12) Middle School (Year 6-9) Primary/Middle (Year 3-9) Primary (Year 3-7) Junior Primary/Primary (Year R-7) Junior Primary (Year R-2) Early Childhood (B-8 years, inclusive of preschool and junior primary) Other (please elaborate) Section 5: teaching subjects (secondary and/or middle school) Complete this section only if you have indicated you will qualify to secondary and/or middle school. To increase your employability as a teacher with the Department for Education, it is strongly recommended that your subject major and minor come from two different domains/teaching areas as identified in the . Employability is determined by the way schools describe teacher vacancies, with the most common preference for two different domains/teaching areas. Not all subjects included in teacher education programs correspond with specific subjects taught in schools. While it is good to study subject areas of interest, participation in the scholarship program requires that you maximise your employability. If you are unsure whether your subject choices align with Department for Education teaching subjects, contact 8226 1456 or to discuss. Studying in one domain/teaching area only may influence your scholarship eligibility. Applications will be assessed on an individual basis taking into consideration how your subject choices align with Department for Education teaching subjects. Indicate below: the subjects you are studying or intend to study in your teacher education course the level of your study in each area and alignment with Department for Education domains/subjects (refer to the ) Major (minimum of 6 x semester courses in a specialist subject) will allow you to teach to Year 12; or Minor (minimum of 4 x semester courses in a specialist subject) will allow you to teach to Year 10 Domain: Subject: (to Year 12) OR Minor (to Year 10) Domain: Subject: Major (to Year 12) OR Minor (to Year 10) Domain: Subject: Major (to Year 12) OR Minor (to Year 10)
Observation Checklist Student name Assessor name Unit of competency D1.HRS.CL1.02 Dates of observation Instructions Over a period of time observe the student completing each of the following tasks: Identify hazards and Follow enterprise hygiene standards, procedures and practices Handle and store foodstuffs Follow food safety program Enter the date on which the tasks were undertaken Place a tick in the box to show they completed each aspect of the task to the standard expected in the enterprise Complete the feedback sections of the form, if required. Did the candidate Yes No Element 1: Identify hazards and risks Identify key hazards and associated with the individual work role Check own work area to identify hazards and risks
Planning and organising activities 2 Work within time constraints in a logical sequence; plan logical and efficient sequencing and timing of Working with others and in 2 Work cooperatively with other team members Using mathematical ideas and techniques 2 Calculate portions, weigh and measure quantities against standard recipes and/or menu requirements Solving problems 1 Identify and correct problems in the preparation and production of products, such as ingredient quality and equipment failure Using technology 1 Use mechanical kitchen equipment, including weighing equipment
List the 5 general steps in cleaning food preparation equipment. What is the difference between cleaning and sanitising? How much liquid is required to stew food? Why are steamed puddings covered during the steaming process? What can the method of blanching be used for? List typical liquids used to poach food in.
Element 2: Clean and maintain kitchen equipment and utensils Identify the equipment and utensils that may require cleaning in a kitchen premises environment and the frequency of cleaning for each identified item Select appropriate cleaning utensils and chemicals Implement cleaning procedures in accordance with enterprise and legislated requirements Store and protect equipment and utensils that have been cleaned ready for future use cleaning items and chemicals, and clean where applicable, after cleaning has been completed Follow emergency first aid procedures in the event of a cleaning-related incident or accident Element 3: Perform basic maintenance on kitchen equipment, utensils and premises Perform basic premises maintenance activities as necessary Perform basic maintenance activities on equipment and utensils as necessary Report maintenance requirements that cannot be satisfactorily addressed Frequency of cleaning may include: After each use After each session Daily, weekly, fortnightly, monthly, three-monthly and half-yearly Disassembling and reassembling equipment and items in line with cleaning requirements at each cleaning activity. Cleaning utensils and chemicals should include: Brooms, mops, high pressure hoses, cleaning cloths, squeegees, buckets, brushes, floor scrubbers Cleaning chemicals, including detergents, sanitisers, deodorants, de-greasers, disinfectants, drying agents Consideration of safe manual handling techniques when using cleaning equipment and when lifting, moving or cleaning heavy, hot, cold, wet, slippery, or otherwise dangerous items. Enterprise and legislated requirements will relate to: Understanding and implementation of the food safety plan/program for the premises Implementation of workplace cleaning rosters, schedules and cleaning sheets Details of policies and procedures of the host enterprise Details of the statutory requirements of the legislation of the host country in regard to the safety and hygiene of food premises, and environmental concerns relating to waste disposal especially of food waste, fats and oils and chemical agents. Cleaning and sanitising needs that arise may relate to: Spills and dropped Immediate need for that are not scheduled for immediate cleaning
Competency Standard UNIT CLEAN AND PREPARE ROOMS FOR INCOMING GUESTS NOMINAL HOURS: 30 UNIT NUMBER: D1.HHK.CL3.03 UNIT DESCRIPTOR: This unit with skills and knowledge required to clean and prepare rooms for in-coming guests by room attendants to deliver housekeeping services in an accommodation facility. ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE Element 1: Identify the role of room attendants Describe the services delivered by a room attendant Locate the position of room attendants within the enterprise Identify the personal characteristics required of a room attendant Describe grooming and personal presentation standards for a room attendant Interpret enterprise policies and procedures for the provision of housekeeping services Identify and explain the role of communication in the provision of housekeeping services Unit Variables The Unit Variables provide advice to interpret the 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 the delivery of housekeeping services in an industry sector that provides accommodation facility to guests within the labour divisions of the hotel and travel industries and may include: 1. Housekeeping Services delivered by a room attendant may be related to: Routine housekeeping and room servicing/cleaning duties Rotational cleaning duties Special area cleaning, such as steam room, nominated outside areas and nominated inside areas/rooms which may include private offices and public areas Turn down services Cooperation with other staff and departments, as required.
Washing and drying outsides of the bowl Washing and drying the cistern and polishing the button Scouring bowl thoroughly using toilet brush Flushing toilet to wash away dirt and residue Placing a hygiene over the closed toilet lid Conducting a final visual inspection. Vanity area may include: Clearing plug holes of foreign material Cleaning and drying shelves and replacing guest’s toiletries, if applicable Scrubbing hand basin, rinsing, then drying and polishing Polishing fittings Cleaning and drying wall tiles Cleaning, drying and polishing bench top Cleaning and polishing mirror Checking under bench for cleanliness Replenishing towels, including bath, face and hand and floor mats Conducting a final visual inspection. Floors may include: Scrubbing floor tiles using detergent and working towards exit door Cleaning behind doors, in corners, under benches and fittings Rinsing and drying.
Assessors can use the following phrase as a guide (where an ‘X’ is identified, please input appropriate information): “At the end of each Element of Competency there are Work Projects which must be completed. These projects require different tasks that must be completed. These work projects are part of the formal assessment for the unit of competency titled X: You are required to complete these activities: Using the ‘X’ method of assessment At ‘X’ location You will have ‘X time period’ for this assessment You are required to compile information in a format that you feel is appropriate to the assessment Do you have any questions about this assessment?” Commence Work Project assessment: The assessor may give time for participants to review the questions at this time to ensure they understand the nature of the questions. The assessor may need to clarify questions Participants complete work projects in the most appropriate format Participants must submit Work Project evidence to the assessor before the scheduled due date Assessor must assess the participant’s evidence against the competency standards specified in each Element of Competency and their own understanding. The assessor can determine if the participant has provided evidence to a ‘competent’ standard Transcribe results/details to Competency Recording Sheet Forward/file assessment record. Specifications for Oral Question Assessment These guidelines concern the use of oral questioning. Assessors should follow guidelines. Prepare Assessment Record for Oral Questioning. One record for each candidate: Student name Enter Assessor name Location Familiarise self with Questions to be asked Prepare assessment location (table and chairs) making it conducive to assessment Explain Oral Questioning assessment to candidate, using the following phrase as a guide (where a ‘X’ is identified, please input appropriate information): “These oral questions are part of the formal assessment for the unit of competency titled X.
Competency Standard UNIT TITLE: COACH OTHERS IN JOB SKILLS NOMINAL HOURS: 25 hours UNIT NUMBER: D1.HRD.CL9.01 D1.HHR.CL8.06 D2.TRD.CL8.02 UNIT DESCRIPTOR: This unit deals with the skills and knowledge required to coach others in job skills in a range of settings within the hotel industries workplace context. ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE Element 1: Prepare for on job coaching 1.1 Identify the need for coaching on a range of factors 1.2 Identify skill deficiencies that could be addressed by coaching needs through discussion with the colleague to be coached 1.3 Organize with colleague a suitable time and place to conduct coaching in accordance with enterprise policy, where appropriate Element 2: Coach colleagues on the job 2.1 Explain to the colleague the overall purpose of coaching 2.2 Explain and demonstrate the specific skills to be coached 2.3 Communicate clearly any underpinning knowledge required 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 coach others in job skills 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 Coaching may relate to: Explanation Demonstration Review
Complete the following statement: “In practice skill deficiencies often addressed by coaching tend to be those which …” List four factors that can individualise the coaching need for members. Name four outcomes that should be achieved as a consequence of discussing coaching needs with a colleague.
Written Questions – D1.LAN.CL10.01 Student Name: ____________________________________________________________ Answer all the following questions and submit to your Trainer. What are the functions of opening statements? Give two examples of opening statements. a) b) What is the meaning of the diagrams below? a. _____________________ b. _____________________ c. _____________________ What are the three steps to follow when you receive a customer complaint? a) b) c)
9. What are two things you should focus on when you are practising your presentation? Voice and body language (tempo, volume, gestures) 10. Describe three things about body language that you should be aware of during your presentation? Eye contact with the audience, not too much body movement, some hand gestures, stand up straight, 11. Describe three points of focus for speaking when delivering your presentation. Refer to notes but do not read from them, avoid repetition, speak clearly, use appropriate tempo, make sure everyone can hear you
What other documents should be sent along with a proposal to a prospective client? What is the purpose of a ‘Function Running Sheet’? What information is included in the Sheet? What is the purpose of ‘Booking Conditions’ and what information is normally included in these conditions?
Menu – break-down course-by-course of the agreed dishes including specification of ‘on arrival’ food, morning and afternoon teas Beverage arrangements – description and quantities of beverages to be provided Sequence of service – covering timing of service, and details of when speeches and presentations will occur Entertainment – details of bands and the order of ceremony Room set up – number of tables, floor plan, decorations, table set-ups (cutlery, crockery and table accoutrements) Type of service – plated, tray, buffet, silver service, finger food Special requirements. What types of assistance can internal stakeholders provide when preparing a proposal? are many types of assistance that may be required, either to be given or received, by different stakeholders in a function, including: Seeking advice or suggestions Confirming information Updating them preparations and purchases Undertaking logistical activities and arrangements Assisting them to meet function requirements. What different stakeholders may be involved in the lead up to an event and for what reason? Food requirements discussed with Executive Chef Beverage requirements discussed with Beverage Manager Technical requirements discussed with Maintenance Department or outside suppliers requirements discussed with housekeeping. Outside suppliers may also be involved Room decorations and floral arrangements discussed with housekeeping or outside suppliers Facility set-up requirements discussed with Catering and Food and Beverage or functions coordinator Security information and requirements discussed with the Security Department Arrival and departure information discussed with Front Office Department. What are some considerations when choosing a venue or location for an event?
Observation of practical candidate performance Analysis of a portfolio of documents prepared by the candidate Evaluation of the presentation made to support the reports(s) Oral and written questions Third party reports completed by a supervisor Project and assignment work. Key Competencies in this Unit Level 1 = competence to undertake tasks effectively Level 2 = competence to manage tasks Level 3 = competence to use concepts for evaluating Key Competencies Level Examples Collecting, organising and analysing information 3 Evaluate captured data to determine inclusion in the report Communicating and information 3 Discuss end-user needs with colleagues and management Planning and organising activities 3 Arrange activities to ensure final report meets identified timelines Working with others and in 3 Liaise with colleagues to capture required data Using mathematical ideas and techniques 3 Manipulate data to achieve the objectives of the report Solving problems 3 Revise data to eliminate errors identified by reading and checking
Function Purpose Table of contents Directs the user of the report to the location of particular information within the report. This can be created in the report template from an automated function within the software. Indexing The report template can be created with a list of key or phrases that are associated with the report for users to choose from when the report is prepared. This maintains consistency across all reports that use this function. Importing This feature allows data that needs to be included in the final report to be accessed from a source external to the report template without the user having to key or type in the information. The report template will define the parameters or rules for importing and users of the report will usually choose a keystroke or macro to perform the function. Exporting Data is exported from a report for use with another application or because the users of the report require a different file format. Sometimes this is a data security issue, as often the new format cannot be altered by the normal use of software. Linking The linking function has slightly different interpretations depending on the software application. Essentially though it is a group of words or the contents of a field or cell that refer to information from another information source. The information is linked so that changes to the original information will update the linked source. Report templates will utilise this function to save data entry. Embedding Embedding is similar to linking data but instead of multiple data sources storing the information separately, this function allows for just one data source to be maintained in the report template. This can streamline a report template as users of the template can use the functionality in one software application from another application. Merge criteria Some reports require data to be merged or combined from different sources. A report template can set these criteria and the users can activate it where necessary.
These work projects are part of the formal assessment for the unit of competency titled X: You are required to complete these activities: the ‘X’ method of assessment At ‘X’ location You will have ‘X time period’ for this assessment You are required to compile information in a format that you feel is appropriate to the assessment Do you have any questions about this assessment?” Commence Work Project assessment: The assessor may give time for participants to review the questions at this time to ensure they understand the nature of the questions. The assessor may need to clarify questions Participants complete work projects in the most appropriate format Participants must submit Work Project evidence to the assessor before the scheduled due date Assessor must assess the participant’s evidence against the competency standards specified in each Element of Competency and own understanding. The assessor can determine if the participant has provided evidence to a ‘competent’ standard Transcribe results/details to Competency Recording Sheet Forward/file assessment record. Specifications for Oral Question Assessment These guidelines concern the use of oral questioning. Assessors should follow these guidelines. Prepare Assessment Record for Oral Questioning. One record for each candidate: Enter Student name Assessor name Enter Location Familiarise self with Questions to be asked Prepare assessment location (table and chairs) making it conducive to assessment Explain Oral Questioning assessment to candidate, using the following phrase as a guide (where a ‘X’ is identified, please input appropriate information): “These oral questions are part of the formal assessment for the unit of competency titled X. There are X questions and you are required to answer all of them to the best of your ability and I will record whether or not you have answered correctly. We have 60 minutes for this assessment. I will give you feedback at the end of the assessment Do you have any questions this assessment?”
Forward/file Third Party Statement. The Third Party must: Record their belief regarding candidate ability/competency as either: Pass Competent = Yes Not Yet Competent = No Unsure about whether candidate is competent or not = Not Sure Meet briefly with the assessor to discuss and/or clarify the form. This source of evidence combines with other forms of assessment to assist in determining the ‘Pass Competent’ or ‘Not Yet Competent’ decision for the candidate. A separate Third Party Statement is required for each Competency Unit undertaken by the candidate.
Competency Recording Sheet Name of Student Name of Assessor/s Unit of Competency D1.HBS.CL5.02 Date assessment commenced Date assessment finalised Assessment decision Pass Competent/Not Yet Competent (Circle one) Follow up action required (Insert additional work and assessment required to achieve competency) Comments/observations by assessor/s
in the hotel and travel industries which can actively apply measures to prevent the sexual exploitation of children by tourists Chart roles and functions in the hotel and travel industries which can positively influence a protective environment for children Assess opportunities and methods to introduce child protection measures across a range of labour divisions in the hotel and travel industries Identify local, national and regional support mechanisms available to assist with the implementation of child protection measures in the workplace. Element 3: Prepare a workplace policy promotes organizational commitment and action to prevent the sexual exploitation of children by tourists Develop a workplace protection policy which serves to prevent the sexual exploitation of children by tourists Create a plan for ensuring the ongoing commitment to and implementation of the workplace child protection policy. Child pornography Child prostitution Child sexual abuse. Negative consequences impacting on the hotel and travel industries may include: Diminished reputation of the tourism destination Responsible tourists discouraged from visiting Reduced employment and income as a result of diminishing tourists Criminal behaviour and other undesirable behaviour in the destination prevents sustainable tourism development Local culture and traditions are damaged Less support from investors to develop infrastructure and local services. Responsible and sustainable tourism is positively influenced by a number of factors which include: Protecting local communities (including people) Protecting the environment Protecting cultures Protecting natural resources. Global tourism stakeholders include: Tourism and travel associations National governments Non-government organizations Hotel and travel companies The private sector. Opportunities and methods may include:
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: Alan Hickman Project Manager/Editor: Alan Maguire DTP/Production: Daniel Chee, Mai Vu, Kaly The Association of Southeast Asian Nations (ASEAN) was established on 8 August 1967. The Member States of the Association are Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Singapore, Thailand and Viet Nam. The Secretariat is based in Jakarta, Indonesia. General Information on ASEAN appears online at the ASEAN Website: . All text is produced by William Angliss Institute of TAFE for the ASEAN Project on “Toolbox Development for Front Office, Food and Beverage Services and Food Production Divisions”. This publication is supported by the Australian Government’s aid program through the ASEAN-Australia Development Cooperation Program Phase II (AADCP II). Copyright: Association of Southeast Asian Nations (ASEAN) 2013. All rights reserved. Disclaimer Every effort has been made to ensure that this publication is free from errors or omissions. However, you should conduct your own enquiries and seek professional advice before relying on any fact, statement or matter contained in this book. The ASEAN Secretariat and William Angliss Institute of TAFE are not responsible for any injury, loss or damage as a result of material included or omitted from this course. Information in this module is current at the time of publication. Time of publication is indicated in the date stamp at the bottom of each page. Some images appearing in this resource have been purchased from stock photography suppliers Shutterstock and iStockphoto and other third party copyright owners and as such are non-transferable and non-exclusive. Clip arts, font images and illustrations used are from the Microsoft Office Clip Art and Media Library. Some images have been provided by and are the property of William Angliss Institute. Additional images have been sourced from Flickr and SXC and are used under Creative Commons licence: File name: AM_Escort_carry_&_store_valuable_items_refined.docx
Define ‘negotiation’. Describe three ‘sound general negotiation rules’ as identified in the notes. Answer ‘Yes’ or ‘No’ to the following question: ‘Should activities involved in establishing and maintaining business relationships align with the goals and objectives of the business and/or department in that relationship.’ Yes No Identify three options for determining the legal constraints that apply to you in the workplace/when in a business relationship. List examples of penalties that may be applied if a business/person fails to comply with legally imposed requirements.
Describe four examples of ethical constraints a business should observe in its business relationships with others. List three possible counter-tactics if the other party has set limits (for example they have established boundaries of finance, personnel, time, price) as a tactic in their negotiation process. In a negotiation, should you be ‘assertive’ or ‘aggressive’? What is identified in the notes as ‘the crux of negotiation’? Give four ‘tips on using feedback from the other party.
Element 3: Place outgoing calls on behalf of the enterprise Obtain required telephone number and details of business/person to be called Determine purpose of call Place call and establish contact with required business/person Explain purpose of call Transfer connected call to caller Facilitate conference calls Implement standard re-dial procedures as required Log details of call in accordance with enterprise procedures Place emergency calls Enter commonly called numbers into system speed-dial facility Element 4: Place outgoing calls on behalf of guests Greet guest and determine call to be made Obtain required telephone number and details of business/person to be called Place call and establish contact with required business/person Implement standard re-dial procedures as required 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 (ID) facilities, including VIP caller ID. Functions and features available in the telephone system may be related to: Caller ID display Call return Transfer and transfer recall Placing calls ‘on hold’ Multiple chat facility Conference call Integration of facilities Speed-dial Automatic re-dial. Enterprise policies and procedures for telephone use may include: Privacy and confidentiality issues Restrictions on personal use of business telephone, including bans on specific numbers Costing of telephone calls, including personal (staff) and guests Definitions of proper and improper use of equipment and facilities.
List 5 letters in the phonetic alphabet and the words that go with them Phonetic Alphabet A - Alpha B - Bravo C - Charlie D - Delta E - Echo F - Foxtrot G - Golf H - Hotel I - India J - Juliet K - Kilo L - Lima M - Mike N - November O - Oscar P - Papa Q - Quebec R - Romeo S - Sierra T - Tango U - Umbrella V - Victor W - Whisky X - X-ray Y - Yankee Z - Zulu On what ring should you answer the telephone? Second or In telephone etiquette what should you avoid? Use of jargon, extreme volume; never eat, drink or smoke on the phone. Who should hang up first? The caller. Where would I get a telephone number from for a guest? Directory. Name 3 of directories. Internal directory Client directory Local directory Regional directory International directory. Name 2 purposes of a phone call. Returning a call or following up on a previous request or message Making a enquiry - clarifying information, checking on what is available Seeking information
Judge APPEARANCES APPLICANT: M.M. Nyambe Of Shikongo Law Chambers, Ongwediva 1ST RESPONDENT: T. SHAILEMO Of Inonge Mainga Attorney c/o Lorentz Angula Inc., Windhoek 2ND RESPONDENT: S. Aingura Of Aingura Attorneys, Oshakati
Minimise wastage through preparation and storage Use of trimming and leftovers Identification and use of equipment Element 3: Cook, hold and present meat Select appropriate cooking method of the meat type, including Prepare and cook following a standard recipe within a commercial environment Hold prepared products as required prior to presenting Present meats and offal dishes Prepare garnishes, sauce and accompaniments for meat dishes, including offal Element 4: Store meat and offal products Store fresh and/or Cryovac items correctly Prepare and maintain correct thawing of meat and offal Store meat and offal appropriately in correct containers meat and offal correctly Ensure correct conditions are maintained for freshness and quality Secondary may be related to: Chuck Knuckle Neck Ribs Leg Cultural cuts. Establishment cuts may be related to: Menu Service styles Cookery methods Portion control Trimmings and and fancy may be related to: Brains Liver Kidneys Stomach Lungs Cultural cuts. Varieties may be related to:
Table 1. MySQL Installation Layout for Windows Directory Contents of Directory bin Client programs and the server C:\Documents and Settings\All Users\Application Data\MySQL Log files, databases (Windows XP, Windows Server 2003) C:\ProgramData\MySQL Log files, databases (Windows 7, Windows Server 2008) examples Example programs and scripts include Include (header) files lib Libraries scripts Utility scripts share Miscellaneous support files, including error messages, character set files, sample configuration files, SQL for database installation 2.1.1.2 Installation Package The following package has been used for the installation of MySQL 5.5.
MONDAY TUESDAY WEDNESDAY TH FRIDAY April 24 25 Field trip 26 project 27 Quilt project 28 Intro final paper: What are the interesting questions? (Reinvention, American dream, Individual vs group) May 1 Outside reading due Prep for outside reading writing 2 In class writing on outside reading: 3 No class 4 A brief simulation A poem & two articles HW: Read Fallows & No Guardrails for FR 5 Breaking down Fallows HW: finish the questions 8 Fallows vs Guardrails 9 HW: TTTC 1-30 (for Tuesday 10 What is Jimmy Cross carrying? HW: read TTTC 39-61 11 Practice DBQ “On the Rainy River” What is Tim carrying? HW: TTTC 89-116 for next week 12 Pop culture for the paper 15 Pop culture for the paper 16 MCAS GED Sweetheart What is Mary Anne carrying!? 17 MCAS AFBD (Whale Watch) Sweetheart What is Mary Anne carrying!? 18 Work on paper F Gk comp lab G science comp lab 19 No computers, but outline Personal story 22 Paper work (no computers) 23 Work on paper G Science lab F GK lab 24 Work on paper (GK lab both blocks!) 25 paper due 26 College letter day & project intro HW free weekend 29 30 Intro Monument project & work Library 31 Monument work Library 1 Monument work Library 2 Monument proposals due 5 MCAS No class ADBC 6 MCAS GEF Building your monuments 7 Monument check in 8 BFC (GRADUATION) 9 GCD Monuments due 12 Review week Vocab practice 13 Grammar practice 14 Essay practice: synthesizing & the DBQ 15 Passages for the final 16 Passages for the final 19 Exams 20 Exams 21 Exams 22 23 Last day students
Personal and interpersonal factors that are not relevant to the assessment of competency must not influence the assessment outcomes The candidate is made of rights and process of appeal Evidence that is gathered during the assessment is verified for validity, reliability, authenticity, sufficiency and currency Assessment decisions are based on available evidence that can be produced and verified by another assessor Assessments are conducted within the boundaries of the assessment system policies and procedures Formal agreement is obtained from both the candidate and the assessor that the assessment was carried out in accordance with agreed procedures The candidate is informed of all assessment reporting processes prior to the assessment The candidate is informed of all known potential consequences of decisions arising from an assessment, prior to the assessment Confidentiality is maintained regarding assessment results The assessment results are used consistently with the purposes explained to the candidate Opportunities are created for technical assistance in planning, conducting and reviewing assessment procedures and outcomes. Instructions and Checklist for Assessors Instructions General instructions for the assessment: Assessment should be conducted at a scheduled time that has been notified to the candidate Facilitators must ensure participants are made aware of the need to complete assessments and attend assessment sessions If a participant is unable to attend a scheduled session, they must make arrangements with the Assessor to undertake the assessment at an alternative time At the end of the assessment the Assessor must give feedback and advise the participant on PC/NYC status Complete the relevant documentation and submit to the appropriate department. Preparation Gain familiarity with the Unit of Competency, Elements of Competency and the Performance Criteria expected Study details assessment documentation and requirements Brief candidate regarding all assessment criteria and requirements. Briefing Checklist Begin the assessment by implementing the following checklist and then invite the candidate to proceed with assessment.
Collecting, organising and analysing information 1 Gather and sort files for storage Communicating ideas and information 1 Explain records management processes to other team members Planning and organising activities 1 Plan filing storage and retrieval activities Working with others and in teams 1 Provide team members with required in a timely fashion Using mathematical ideas and techniques 1 Use on numeric index system Solving problems 2 Identifying missing files and tracking information Using technology 1 technology to record file movements
Competency Assessment (CBA) – An introduction for assessors Assessment is the process of identifying a participant’s current knowledge, skills and attitudes sets against all elements of competency within a unit of competency. Suggested assessment methods For each unit of competency a number of assessment have been identified including: Work Projects Oral Questions Written Questions Third Party Statements Observation Checklists. Instructions and Evidence Recording Sheets have been identified in this Assessment Manual for use by Assessors. Alternative assessment methods Whilst the mentioned assessment methods are suggested assessment methods, the assessor may use an alternate method of assessment taking into account: The nature of the unit The strengths of participants The number of participants in the class Time required to complete assessments Time dedicated to assessment Equipment and resources required. Alternate assessment methods include: Practical demonstrations Practical demonstrations in simulated work conditions Problem solving Portfolios of evidence Critical incident reports Journals Oral presentations Interviews Videos Visuals/slides/audiotapes Log Projects and Role plays trial
Key Competencies Level Examples Collecting, organising and analysing information 3 Analyse financial information Communicating ideas and information 3 Express complex strategies in a clear and concise format Planning and organising activities 3 Perform activities in line with business requirements Working with others and in teams 3 Devise strategies to ensure team commitment to maintaining financial standards and records mathematical ideas and techniques 2 Calculate deviations and reverse errors Solving problems 3 Identify discrepancies and errors Using technology 2 Identify and analyse the optimum use of technology to achieve business objectives; use accounting software
Checklist for Assessors Tick () Remarks Prior to the assessment I have: Ensured the candidate is informed about the venue and schedule of assessment. Received current copies of the performance criteria to be assessed, assessment plan, evidence gathering plan, assessment checklist, appeal form and the company’s standard operating procedures (SOP). Reviewed the performance criteria and evidence plan to ensure I clearly understood the instructions and the requirements of the assessment process. Identified and accommodated any special needs of the candidate. Checked the set-up and resources for the assessment. During the assessment I have: Introduced myself and confirmed identities of candidates. Put candidates at ease by being friendly and helpful. Explained to candidates the purpose, context and benefits of the assessment. Ensured candidates understood the assessment process and all attendant procedures. Provided candidates with an overview of performance criteria to be assessed. Explained the results reporting procedure. Encouraged candidates to seek clarifications if in doubt. Asked candidates for feedback on the assessment. Explained legal, safety and ethical issues, if applicable. After the assessment I have: Ensured candidate is given constructive feedback. Completed and signed the assessment record. Thanked candidate for participating in the assessment.
Competency Standard UNIT MAINTAIN GUESTS’ FINANCIAL RECORDS NOMINAL HOURS: 30 UNIT NUMBER: D1.HFO.CL2.04 UNIT DESCRIPTOR: This unit deals with skills and knowledge required to create, maintain and present in-house guest accounts in a front office context ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE Element 1: Determine the context of guest financial records Identify the financial documentation involved Identify the and services that require record maintenance Identify the accounting process for the establishment Identify the types of transaction processed as part of maintaining guest financial records Identify the deposit and advance payment requirements for the organisation Identify the room rates that apply to the property Identify the record keeping system 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 generate and update folios for in-house guests within the labour divisions of the hotel and travel industries and may include: Front Office Financial documentation involved may include: Guest accounts/folios Master folios Non-guest folios City ledgers Statement of account Receipts Advance deposit requests
Element 3:Evaluate customer service 3.1 Review satisfaction with service delivery using appropriate methods that produce verifiable data 3.2 Compare systems, records and reporting procedures in order to identify and report on any changes in customer satisfaction 3.3 Evaluate and report on customer service evaluation outcomes to designated groups or individuals 3.4 Obtain agreement on appropriate course of action to take to overcome problems and adjust products and services in consultation with designated individuals or groups Focus groups Data analysis Product sampling Sales data review. Data analysis may include: Data sampling Statistical analysis Comparison between current and previous research. Service levels may relate to: Service quality Customer satisfaction Staff attitude Appearance of venue, staff, etc. Atmosphere of venue Responsiveness of staff to customer requests Delivery times Prices or costs Product or service availability Courtesy and politeness. Customers’ needs may relate to: Advice or general information Specific information Complaints