zilongwang/ReadingBank huggingface dataset:
Measuring Water Resources: Unit 2 – Example Assessment Rubric You may want to adjust the total points for given questions if you consider the effort to be higher. Responses to individual numbered tasks/questions 5 points: Methodology described and appropriate; equations or methodology components defined; calculations/products are correct; and comments made regarding expected results and variations 4–3 points: Characteristics of 5-point response but lacking in details; incorrect results or products; AND/OR demonstration of having minor conceptual errors. 2–1 points: Major conceptual errors for methodology and selection of equations; lacking definitions or clarifications; no comments 0 points: No effort made to respond to task 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
- MON TUE WED THU FRI 3 HOLIDAY 4 9am-7:00pm (last seating 4:30pm) ESL Appt. only 2:30pm 5 9am-7:00pm (last seating 4:30pm) ESL Appt. only 9am 6 9am-7:00pm (last seating 4:30pm) 7 9am-1pm (last seating 12pm) 10 9am-7:00pm (last seating 4:30pm) 11 9am-7:00pm (last seating 4:30pm) ESL Appt. only 2:30pm 12 9am-7:00pm (last seating 4:30pm) ESL Appt. only 9am 13 9am-7:00pm (last seating 4:30pm) 14 9am-1pm (last seating 12pm) 17 9am-7:00pm (last seating 4:30pm) 18 9am-7:00pm (last seating 4:30pm) ESL Appt. only 2:30pm 19 9am-7:00pm (last seating 4:30pm) ESL Appt. only 9am 20 9am-7:00pm (last seating 4:30pm) 21 9am-1pm (last seating 12pm) 24 9am-7:00pm (last seating 4:30pm) 25 9am-7:00pm (last seating 4:30pm) ESL Appt. only 2:30pm 26 9am-7:00pm (last seating 4:30pm) ESL Appt. only 9am 27 9am-4:30pm (last seating 2:00pm) 28 9am-1pm (last seating 12pm)
Mapping Iceland Use the success criteria, the maps and an atlas to accurately map Iceland. ____________________________________ __________________________ AF2: Map Essential Features W.W.W (Included and accurate) E.B.I (Aim to include or improve next time) Overall Grade Date: Sign: Title Teacher comment: Height Accuracy Key Scale Student comment: Parent Comment: Direction Presentation
Mapping Somalia Use the success criteria, the maps and an to accurately map Somalia ____________________________________ __________________________ AF2: Map Essential Features W.W.W (Included and accurate) E.B.I (Aim to include or improve next time) Overall Date: Sign: Title Teacher comment: Choropleth Accuracy Key Scale Student comment: Parent Comment: Direction Presentation
Mapping Uganda Use the success criteria, the maps and an atlas to accurately map Uganda. ____________________________________ __________________________ AF2: Map Essential Features W.W.W (Included and accurate) E.B.I (Aim to include or improve next time) Mark /10 Date: Sign: Title Teacher comment: Height Accuracy Key Scale Student comment: Parent Comment: Direction Presentation
Explaining the causes and consequences of poverty in Uganda AF4: Explain Essential Features W.W.W (Included and accurate) E.B.I (Aim to include or improve next time) Overall Score __ /10 Date: Sign: Point (relevant?) Teacher comment: Evidence (Include data?) Explain (Use connectives?) Link (Refer to question?)
Sources Davis, M. & Harmacek, M. (1997). School health needs assessment: A starter kit. Denver, CO: University of Colorado, Health Sciences Center. Romney, V.A. (1996). Strategic planning and needs assessment. Fairfax, VA: Decker and Associates. Rouda, R.H. & Kusy, M.E. (1995). Needs assessment: The first step. Retrieved online on 1/25/2006 at http://alumnus.caltech.edu/~rouda/T2_NA.html Tobey, D. (2005). Needs assessment basics. Alexandria, VA: American Society for Training and Development. Wolf Schwartz, M. (2001, October). assessment pointers. Latitudes, 10 (5).
D With support, the setting of some achievable individual goals and identification of at least one strategy for a contract of work. With support, identification of existing knowledge and skills, including literacy and numeracy skills, and new knowledge and skills to be developed. Some identification of aspects of a capability and its relevance to the community activity. Some endeavour to respond to selected prompt-questions from the teacher about feedback from teacher(s), peer(s), and community contact(s). The response may or may not inform the community activity. Some evidence of brief interaction with one or more community contacts, and of seeking feedback. Partial presentation of some aspects of the record of evidence, including evidence of some endeavour to develop one or more capabilities. Completion of some work in a contract Engagement in some aspects of a school or community activity. Consideration of a narrow range of sources and application of some relevant and appropriate information selected with support. Application of one or more skills to complete aspects of work in the contract. With prompting, some independent work and, where relevant, some contribution to shared learning. Superficial review of aspects of progress. Description of some development of knowledge and skills, including aspects of a capability, during the community activity. Partial reflection on some aspects of the value of the community activity to the student or to others. E With support, identification of some individual goals for a contract of work, and recognition of the need to identify strategies for completing the contract. Recognition, with prompting, of existing knowledge or skills, and/or literacy or numeracy skills, and knowledge or a skill to be developed. Emerging awareness of the capabilities and relevance. Emerging preparedness to communicate with the teacher about feedback from teacher(s), peer(s), and community contact(s). Occasional interaction with one or more community contacts. Limited presentation of a record of evidence, including evidence of isolated attempts to develop one or more capabilities. Completion of a limited amount of work in a contract Participation in an aspect of a school or community activity. Some recognition of the need to identify sources and select relevant and appropriate information. Application of a skill to an aspect of work in the contract. Isolated attempts to work independently or with others when prompted. Identification of one aspect of progress, with limited detail. Description of a skill or an aspect of a capability related to the community activity. Brief description of personal learning related to the community activity.
YEAR 1 Working Scientifically Ideas and evidence I can ask simple questions and recognising that they can be answered in different ways. I can ask relevant questions and using different types of scientific enquiries to answer them. W S Planning Experimental Work I can identify and classify. I can perform simple tests using simple equipment, observing closely. I can set up simple practical enquiries, comparative and fair making accurate and careful observations. W S Obtaining and Presenting Evidence I can gather and record data to help in answering questions. I can gather, record, classify and present data in a variety of ways to help in answering questions. W S Considering Evidence and Evaluating I can use my observations and ideas to suggest answers to questions I can use results to draw simple conclusions and suggest improvements
YEAR 2 Working Scientifically Ideas and evidence I can ask simple questions and recognising that they can be answered in different ways. I can ask relevant questions and using different types of scientific enquiries to answer them. W S Planning Experimental Work I can identify and classify. I can perform simple tests using simple equipment, observing closely. I can set up simple practical enquiries, comparative and fair making accurate and careful observations. I can take accurate measurements using standard unit. W S Obtaining and Presenting Evidence I can gather and record data to help in answering questions. I can gather, record, classify and present data in a variety of ways to help in answering questions. I can record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables W S Considering Evidence and Evaluating I can use my observations and ideas to suggest answers to questions I can use results to draw simple conclusions and suggest improvements I can suggest new questions and predictions for new values in my results. I can identify differences, similarities or changes using my knowledge of scientific ideas and processes. .
to do to protect your eyes. object blocking the light. Forces and Magnets I can describe how to use pushes and pulls to make things speed up, slow down, stop or change direction or shape. I know that pushes and pulls are forces. I know that for push and pull forces to have an affect there must be contact but magnetic forces act from a distance. I can investigate with magnets, looking at materials that are attracted to a magnet. I can classify materials as magnetic or I can investigate different types of magnet and devise an investigation to find out which magnet is the strongest. I can describe some uses for magnets and suggest other creative ways to use magnets in everyday life. I can describe magnets as having two poles and observe what happens when the similar or opposite poles are placed next to each other.
YEAR 6 Working Ideas and evidence I can ask simple questions and recognising that they can be answered in different ways. I can ask relevant questions and different types of scientific enquiries to answer them. I can use simple models to describe scientific ideas.. I can use test results to make predictions to set up further comparative and fair W S Planning Work I can identify and classify. I can perform simple tests using simple equipment, observing closely. I can set up simple practical enquiries, comparative and fair tests making accurate and careful observations. I can take accurate measurements using standard unit. I can use a range of equipment, for example thermometers and data loggers. I can plan different types of scientific enquiries to answer questions. I recognise and control variables where necessary. W S Obtaining and Presenting Evidence I can gather and record data to help in answering questions. I can gather, record, classify and present data in a variety of ways to help in answering questions. I can record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables I can take measurements, using a range of scientific equipment, with increasing accuracy and precision. I can record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, bar and line graphs. W S Evidence and Evaluating I can use my observations and ideas to suggest answers to questions I can use results to draw simple conclusions and suggest improvements I can suggest new questions and predictions for new values in my results. I can identify differences, similarities or changes using my knowledge of scientific ideas and processes. I can use straightforward scientific evidence to answer questions or to support their findings I can report and present findings from enquiries, including conclusions, causal relationships and explanation of results, in oral and written forms such as displays and other presentations. I can identify scientific evidence that has been used to support or refute ideas or arguments.
Light I can investigate how light behaves using reflections and shadows. I can explain patterns in my results. I understand that travels from a source and know that light sources are seen when light from them enters the eyes I can draw diagrams with lines and arrows to show how we see things when light is reflected from them. I can explain the difference between the shadows and reflection in terms of the path of light. Electricity I can investigate what happens to a buzzer or bulb when I change the number of cells in a circuit. I can predict what will happen when I add different components to a circuit. I can draw and label an electrical circuit diagram using recognised symbols.
Date Topic Type of Assessment September to November Holidays School and Future Plans Free Time & Media Listening Test Speaking Test Reading Test Writing Test – 15% of final GCSE Grade December to February Holidays Free Time & Media Home & Local Environment GCSE Listening Test – 20% of mock grade GCSE Reading Test – 20% of mock grade Speaking Controlled Assessment – 2 x 15% of mock grade Writing Controlled Assessment – 2 x 15% of mock grade
Date Topic Type of Assessment September to November All about me Reading test – 50% Writing test – 50% December to February My World Listening test – 50% Speaking test – 50% March to June Revision and exam Listening – 25% Reading – 25% Writing – 25% Speaking – 25% Assessment Summary Year 7 German
Date Topic Type of Assessment September to November My Free Time Listening test – 25% Reading test – 25% Writing test – 50% December to February My Lifestyle Listening test – 25% Reading test – 25% Speaking test – 50% March to June Revision and exam Listening – 25% Reading – 25% Writing – 25% Speaking – 25% Assessment Summary Year 8 French
Date Topic Type of Assessment September to November My Free Time Listening test – 25% Reading test – 25% Writing test – 50% December to February My Lifestyle Listening test – 25% Reading test – 25% Speaking test – 50% March to June Revision and exam Listening – 25% Reading – 25% Writing – 25% Speaking – 25% Assessment Summary Year 8 German
Date Topic Type of Assessment September to November My Future Listening test – 25% Reading test – 25% Speaking test – 50% December to February My Interests Listening test – 25% Reading test – 25% Writing test – 50% March to June Revision and exam Listening – 25% Reading – 25% Writing – 25% Speaking – 25% Assessment Summary Year 9 German
Review template for programme assessment methods, inclusivity and skills. The template below can be adapted to assist programme teams determine the effectiveness of the design and inclusivity of the assessment. The types of assessment listed are not exhaustive and can be replaced / added to with other options (see the list below for more assessment methods). The traffic light ranking should help teams to identify where development is needed and where good practice should be shared. Red: Improvement required - identify and implement; Amber: Identify enhancement; Green: Share good practice Year 1 2 3 4 Examination Lab: work / OSCE Case study report Essay / report Reflective journal Poster/ leaflet In class test/ MCQ Lit: review Presentation /viva Blog –podcast Inclusivity indicator/ risk factors Skills development Portfolio Feed-in /preparation/ feed-forward/ back Flexibility /scheduling Assessment methods – too few /too many Modified Assessment Provision Offers progression Authentic/ work placed aligned Communication / verbal skills Critical analysis & reflective skills Teamwork work Problem solving Example Module 1 Module 2 Module 3 Module 4 Module 5 Module 6 none some good none some good none some good High MAP Some MAP Low MAP none some good none some good low medium high low medium high low medium high low medium high Other assessment options might include: Creative writing Annotated bibliography Creation of digital resources; blogs; e-journals; podcast; website Group project work Clinical examinations (OSCE, ISCE, ISPE); Field work report Creation of model/object/piece Performance/ improvisation Exhibitions Group discussion Simulation exercise Development of a technical leaflet Peer/group teach ( Magne & Collings 2013 ) A wider range of skills development can be added against recognised good practice including: Leadership Organisation Time management Perseverance Numeracy Critical analysis Commercial awareness Customer Negotiation Writing skills Clinical skills Interpersonal skills
Careerforce Assessor Re-Registration Application Form Instructions Complete all sections in a clear and legible manner. Please be sure that the following has been completed prior to submission: The application is signed where required. Any supporting documentation is attached to the application. Post or scan and email the application and supporting documents to: Post: Assessor Administrator PO Box 25 255 Christchurch 8144 assessor-admin@careerforce.org.nz Section A: to be completed by the applicant. Personal Details Full legal name: First name: Middle name: Last name: Preferred name: Date of Day/Month/Year Gender: Female Male Mailing address: PO Box or street address: Suburb Town/city: Postcode: Home address: (If different from Street address: Suburb Town/city: Postcode: Email address: (Business) Email address: (Personal) Phone numbers: Home telephone: Work telephone: Mobile:
Assessors: John Griffiths (Chair) Bryn Jones Emrys Jones Public Health represented by: Carol Tunnah Overall level of award: Level of award core components: Level of award health topics: SILVER Silver Silver This report Submitted to: Hilary Cardwell Anheddau Cyf 6 Llys Britannia Parc Menai Bangor LL57 4BN Submitted by: John Griffiths A2 Consulting and work2health Ltd 15 Hollybush Rise Cardiff CF23 6TG T: 01248 675 910 T: 02920 735 197 E: Hilary@anheddau.co.uk E: john@work2health.org.uk
Working, Return to Work, Nutrition and Physical Activity policies. Policies are detailed and are reviewed continuously and updated as required. An example of this is the recent addition of e-cigarettes to its Smoking policy. A policy review group is in place to take forward the review process. Policies include contact details for external organisations to enable employees to have access to additional services and support (examples including CAIS and Policies are shared with staff groups and Trade Unions for comment and review. All staff have access to company policies and the induction and core training process ensures that new starters are fully aware of the company’s policies. This was confirmed during our visit in conversations with staff at the Annedd Ni and Bryn LLan sites. Managers also stated that additional time would be made available to clarify any policy issue if and when required. The company’s policies are supplemented by a comprehensive Employee handbook and detailed and individualised Employment contracts. The areas for development: Maintain the current approach in which all criteria up to and including Gold have been met. Give consideration to the possibility of putting in place promotional events to reinforce some of the policies within the portfolio, such as having a day to promote physical activity. We appreciate however that this may be difficult bearing in mind the number of Anheddau Cyf sites. 5. Health and Safety The strengths: In recent years Anheddau Cyf has considerably raised the profile of Health and Safety so that it is now recognised by all staff as being at the core of the business. Health and safety is organised as recommended in HSG 65.
Understanding not apparent from performance to be identified from 2nd review 9, 11, 12, 13, 14, 16, 17, 19 assessment Understanding SKAGH10, SKAGH11, SKAGH12, SKAGH8, Assessor’s signature Chardonay 1st review due 00/00/00 Candidate’s signature Nagwa Khan 2nd review due 00/00/00 Date of agreement 00/00/00 Date of completion 00/00/00
Candidate’s name Evidence index no Index no of other evidence which this testimony relates to (if any) Element(s) Date of evidence Name of witness Designation/relationship to candidate Details of testimony I can confirm the candidate’s performance was satisfactory. Witness signature Date Witness (please select the appropriate box): Holds L and D Unit 9D/9D1, A1/A2 or D32/D33 qualifications Is familiar with the SVQ standards to which the candidate is working Record of questions and candidate’s answers Unit
Criteria (PC) assessment/ sources of evidence assessment already available Units (PC and range) Questioning for Knowledge and Understanding not apparent from performance to be identified from 2nd review K1, 2, 6,8, 9, 12, 13, 14, 15, 16, 17, 44 K5, 7, 10, 11, 29 Cross reference from SVQ at SCQF 5 on line generic assessment. Oral question bank. 00/00/00 00/00/00 Assessor’s signature Jordan Pasqualle 1st review due 00/00/00 Candidate’s signature Robert Carlton 2nd review due 00/00/00 Date of agreement 00/00/00 Date of completion 00/00/00
List of Occupations Automobile Air - Conditioning Mechanic Automobile Electrician Automobile Mechanic Automobile Painter Automobile Tinker Motor Cycle Mechanic Electrician Household Electrical Appliance Repairer Electric Motor Winder Plumber Refrigeration & Air - Conditioning Mechanic Bar Bender Painter (Buildings) Carpenter (Buildings) Mason Computer Hardware Technician Computer Network Technician Computer Application Assistant Beautician Hair Stylist Desk Top Publisher Computer Graphic Designer Litho Machine Operator Industrial Sawing Machine Operator Work Study Officer Carpenter (Furniture) Jewellery Stone Setter Jewellery (Goldsmith) Leather and footwear maker Baker Radio, TV and allied equipment repairer Fabricator (Metal) Welder Tool & Die Maker Machinist Aluminium Fabricator Bolier Operator Store Keeper Tea Factory Mechanic Industrial Plumber Pneumatic Technician Plastic Processing Machine Operator Rubber Processing Machine Operator Bio Medical Technician Fruit & Vegetable Processor Nurse Assistant Cook Waiter / Steward Merchadiser Receptionist Room Attendant Tailor Three Wheeler Mechanic Secretary Cashier Heavy Vehicle Operater Production Superviser Quality Controller (Apparel Production) Pattern Maker Computer Aided Colour Matcher Out Board Motor Mechanic Fabric Cutter Sewing Machine Mechanic Bartender Fitter (General) clerk Wharf Clerk Pre School Teacher Sales Representative/Assistant Book Binder Construction Equipment Operator Survey Assistant Construction Site Superviser Agricultural Equipment Mechanic Fabric Inspector Electronic Craftsmen
Declaration of commitment Prospective Assessor Line Manager I have read the UKPHR Framework and Guidance for Applicants, Assessors and Verifiers I confirm that the information I have given is accurate and should I be accepted onto the scheme I agree to abide by its principles and to participate fully I commit to attending the UKPHR training and any additional standardisation or review meetings for the East of England Scheme in which I am required to participate I understand that this role is voluntary and commit to providing positive support to all candidates who I may assess in due course I am able to attend the Assessor Training scheduled for – 19th and 26th September in Cambridge I confirm that the organisation supports this expression of interest I confirm that required time commitments for training and standardisation workshops will be fully supported, and will become a part of the applicant’s appraisal process and continuing professional development within the workplace I understand that this role is voluntary, and that the applicant will be dedicating their own time to support the professional registration of practitioners, thus making a highly valued contribution to the professional development of others Applicant’s signature: Line Manager’s signature: Date: Date: Please use electronic signatures if sending by email. Please send your completed application form to
JOB PROFILE Role: Assessor/Trainer Engineering Salary: Competitive Salary. Area: Partnerships, Apprenticeships and Enterprise Accountable to: Apprenticeship Manager – Construction & Low Carbon Primary Purpose: To plan, prepare and undertake the training and assessment of individualised blended training and workplace assessment on our Engineering Apprenticeship programmes. Location: Local and National Nottingham College Basford Campus Specific duties and responsibilities: Factors that will be crucial in ensuring that the learners’ experience on training and assessment programmes and the opportunities for enhanced success are: Work in partnership with employers to develop training programmes to meet their bespoke needs. Continually develop training and assessment programmes that meet the individual of learners and promote achievement at the learners’ optimum pace. Contribute to Nottingham College’s understanding of employer needs within the occupational sector. Ensure our learners are equipped with all employability skills and knowledge to support employment in their chosen specialist field and /or progress on to higher levels of education within their specialism. Ensure all opportunities for employer involvement and support is maximised for the benefit of our Providing learners with comprehensive, detailed assessment and progress review feedback in conjunction with the employer to ensure opportunities for learning and progression are identified. Assist apprentices with action planning, evidencing progress and achievements and support apprentices in the use of e-learning platforms to develop on and off-the-job learning and development of skills and knowledge Maintaining effective data relating to individual learners targets, progression, assessment activities and achievement, from evidence generated through training and assessment activity in College or from their place of work. Motivate and inspire students to exceed their expectations and goals. Ensure learners produce the highest level of work and are empowered to take ownership of their studies to achieve excellent results. Contribute to the identification and recruitment of suitable employers/ learners
Education and Qualifications 1 Hold an Assessor’s Award A1 or equivalent 2 Hold a minimum level 2 qualification in English and Maths 3 Hold a Teaching qualification or willing to work towards 4 Desirable to have a current professional membership status Experience and Skills: 5 Relevant industrial experience and occupational competence in Plumbing 6 Understanding and experience of the delivery and assessment of apprenticeships in Plumbing 7 Understanding of monitoring of learners through developmental action planning and setting smart targets through progress reviews 8 Experience of motivating and leading individuals to achieve results and performance targets 9 Experience with the use of Information Learning Technology to facilitate blended learning and assessment approaches 10 Have experience of successful team working and be committed to a team based approach 11 Demonstrate exceptional organisational and planning skills with excellent timekeeping and attendance 12 Be able to work flexibly to meet the needs of others and those training especially students with different needs, deal with people and situations in a patient and objective manner 13 Willingness and ability to liaise with staff in other teams 14 Demonstrate high standards of customer service appropriate to the role 15 Ability and understanding and responsibility for health & safety issues 16 Evidence of personal commitment and contribution to diversity and equality of opportunity Other: 17 Flexibility to work at any College site and Employers workplace’s / additional hours when required 18 Commitment to quality and excellence through evidence of continuing professional development 19 Demonstrate a knowledge, understanding and personal commitment to Safeguarding / Child Protection issues relevant to the post 20 Have an understanding of and commitment to the delivery of high quality teaching, learning and assessment. KEY: The criteria for this post will be assessed as follows: A By Application Form I By Interview T By Test as part of the Selection Assessment process
STUDENT PERFORMANCE PROFILE IN ORAL COMMUNICATION Assessment of Oral Communication in French Summative (and formative Assessment Outcomes for Oral Communication in French Performance levels Student listens for meaning and demonstrates an understanding of the communicated message. Student speaks to communicate ideas and interact with others with fluency and accuracy. ND 1 2 3 4 Does not yet demonstrate the oral communication skills required Oral communication skills are limited Oral communication skills are acceptable Oral communication skills are good Oral communication skills are Very good Excellent Less than 50% 50%-59% 60%-69% 70%-79% 80%-89% 90%-100% Descriptive Feedback of Oral Communication Formative assessment Message: Ability to communicate effectively and logically Student develops ideas appropriate for the context, elaborating on them with details, opinions and examples. Student communicates ideas coherently. Strengths: Areas for improvement: Fluency: Ability to understand and interact with spontaneity Student listens for meaning and demonstrates understanding. Student uses appropriate vocabulary and expressions to communicate. Student respects the rhythm, pace and intonation to communicate and interact with spontaneity. Strengths: Areas for improvement: Accuracy: Ability to use the French language correctly Student uses grammatical forms accurately to communicate the message. Student respects the sentence structure (syntax) of the French language. Student demonstrates accuracy in pronunciation. Strengths: Areas for improvement:
Tool kit 1 Assessment of child's contact needs In planning and delivering contact for children it is essential that there is good quality assessment of the child's contact needs and how these needs can best be met. This is irrespective of whether there is no order, an interim order, full care order or adoption order. Information obtained from this assessment should be recorded within Assessment. Contact should not be an "afterthought" or an arrangement that is hastily brought together with little consideration of the child's, birth family or carers needs. Inevitably, there will be occasions when contact plans need to be drawn up quickly such as when an Emergency Protection Order goes before a court. This however, should be an infrequent exception. Every effort must be made to have a planned contact arrangement based on the needs of the child and the circumstances of the case prior to the court hearing. Good quality assessment and plans will assist the court, and those involved with the child, to formulate a plan based on the child's needs. This will reduce the level of discussion immediately prior to the hearing. It will also help to avoid last minute negotiations, which may not have been thought through and in the best interests of the child. Careful forethought is necessary as it is entirely possible that you may be re-examined on thought processes behind the contact plan. If you have fully assessed the contact needs it will be easier to explain the plan to the court. The essential for assessment In any assessment of contact there will be essential factors which will need to be considered. Some of these factors will be more relevant than others depending on the purpose of the contact and the stage of any legal proceedings and care history. The purpose of the contact - safety, assessment/re-unification or identity. The child's needs: age and level of understanding. Their wishes and feelings regarding contact. Their relationships with family members including siblings. Their emotional and developmental functioning and needs including psychological resilience and ability to form attachments. The level of harm and ensuring their need for safe contact can be met. This may include issues around the confidentiality of the placement.
School School code Subject Subject code District Syllabus year Panel code Please indicate Yes or No: Yes No The course organisation meets relevant syllabus and work program requirements. Evidence from the outline of intended student learning demonstrates that learning experiences will provide: coverage of the identified syllabus objectives contextualised learning appropriate to the assessment techniques. The assessment plan over the two-year course of study: conforms to the principles of exit assessment uses a range of assessment techniques and conditions consistent with syllabus requirements the verification and exit folio requirements indicates which dimensions are assessed by assessment instruments. Comments/action for the work program to be recommended for approval: Note: If the school’s work program is not recommended for approval, the school should reconsider its proposal, make the necessary adjustments and consult with the District/State Review Panel Chair or Senior Education Officer (Quality Assurance Unit) if necessary. The revised work program should then be resubmitted via the QCAA WPOnline database. Approval recommended Yes No Consultation recommended Yes No Completed by chair for the state review panel or district review panel Date / / Name: Phone number:
JOB DESCRIPTION Job Title: Asset Coach Reporting to: Homeless Support Team Manager Responsible for: Volunteers (to be recruited) Location: Deptford, South East London of work: 35 hours a week JOB PURPOSE The job of the Asset Coach is to assist homeless people to move through challenging transitions so they can take control of their lives and contribute to their community. The key focus is to coach 50 people per year concentrating on their strengths, assets and aspirations so that they move away from homelessness and towards meaningful independent living. The post holder will be directly managed by the 999 Club Homeless Support Team Manager and will also participate in the wider network of the Mayday Trust PTS Partnership. Main duties and responsibilities In line with the 999 Club’s (and Mayday’s) Values and Ethos, an Asset Coach: 1-1 with people in their chosen setting, providing a personalised coaching approach for those going through the toughest of life’s transitions; Brokers opportunities from local communities that nurture and develop the talents and abilities of each person; Facilitates individual development so people transition out of their situations and take control of their lives within their communities; Manages volunteers to assist people to up new and positive friendships and networks through developing community relations that provide new opportunities for people that develop their talents and networks;
[Relevant State/Territory] Projects Asset(s) to be sold Infrastructure investment to be funded with sale proceeds Estimated proceeds from sale of net asset(s) ($)* (A) Proportion of sale proceeds of net asset(s) to be reinvested in agreed infrastructure investment (%) (B) Estimated value of proceeds to be reinvested into agreed infrastructure investment Amount ($) (C = A x B) Actual proceeds from sale of net asset(s) ($)+ Initial Commonwealth payment ($) Final Commonwealth payment ($) Total contribution ($) Total State/Territory contribution ($) (estimate unless otherwise stated) private sector contribution ($) (estimate unless otherwise stated) * The book value of the net asset (s) or another valuation method, as agreed with the Commonwealth. + The final sale proceeds, agreed with the Commonwealth.
Push-ups: 30 seconds 5 increased by 10 or more reps 4 increased by 7-9 reps 3 increased by 4-6 reps 2 increased by 2-3 reps 1 increased by 0-1 rep Sit-ups: 30 seconds 5 increased by 10 or more reps 4 increased by 7-9 reps 3 increased by 4-6 reps 2 increased by 2-3 reps 1 increased by 0-1 rep Planks: As long as they can go while maintaining proper form 5 increased holding time by 20+ seconds 4 increased holding time by 15-19 seconds 3 increased holding time by 10-14 seconds 2 increased holding time by 5-9 seconds 1 increased holding time 0-4 seconds References Website: Crystal Ann Clark. Fitness Testing – Assessment Rubric. Retrieved April 9, 2015.
Please attach a copy of the community transfer body’s constitution, articles of association or registered rules. 1.5 If the organisation is not an eligible community transfer body under the Community Empowerment (Scotland) Act 2015: a) Has the organisation been individually designated as a community transfer body by the Scottish Ministers? No Yes Please give the and date of the designation order: or b) Does the organisation fall within a class of bodies which has been designated as community transfer bodies by the Scottish Ministers? No Yes If yes what class of bodies does it fall within? Section 2: Information about the land and rights requested 2.1 Please identify the land to which this asset transfer request relates. You should provide a grid reference and attach a map clearly showing the boundaries of the land to which this asset transfer request. You should also provide any name by which the land is known, and you may also wish to provide additional description. You can contact your local SNH office for assistance in providing a copy of the map. If you request if for a building, you should provide a street address. If you have identified the land on SNH’s Register of Land, please the details listed there.
Policies, procedures and guidelines Matrix of Responsibilities for Assets Roads Capitalisation Procedure Corporate Asset Management System Data Management Procedure Approval Council approved this policy on 27 June 2016. Review Review period Next review date TRIM reference The Asset Management Program Control Group will review this policy every 4 years June, 2020 2016/546823
SCHEDULE “G” DESCRIPTION OF THE SPECIFIED ASSETS Schedule G.1 – Office Space and Immovable Assets [insert details] Schedule G.2 – Equipment and Movable Assets [insert details] Schedule G.3 – Intellectual Property Rights [insert details] Schedule G.4 – Customers and Suppliers [insert details] Schedule G.5 – Transferred Contracts [insert details] Schedule G.6 – Licenses, etc. [insert details] Schedule G.7 – Insurance Policies [insert details] SCHEDULE “H” REQUIRED CONTRACTS CONSENTS Sr. No. Contract Details of Counter Party
CROWCOMBE PARISH COUNCIL REGISTER – MARCH 2016 Asset Position Total Value at March 2016 Comments 1) Cricket Score Box Cricket Ground TA4 4AQ £4,910.45 Installed 1993 2) Bus shelters x 2 By A358 - Village Hall end of Crowcombe £3,500 Installed Oct 2012 3) & Fences Play Area & surround £1,604.45 1995/97 4) Playground Equipment/safety surfaces Play ground by KRG /Tennis courts See item 5 Covers from 1997 equipment to 2010 equipment 5) New play area equipment Play ground by KRG £55,851.08 total for items 4 & 5 Installed Dec 2013 6) surfaces – all weather wicket Cricket club £10,619.39 1999 7) Noticeboard Carew Arms wall £ 500.00 Wood/glass front 8) Seating x 4 Church House, Hagleys Green, Buttercross Village Shop £1,600.00 To replace c £400 each 9) Mile Stone - QDJ Sunnybanks, Crowcombe £1,000.00 Installed Nov 2013 10) KRG – trust deed Held at Somerset Record Office £1.00 nominal 11) Upper Townsend Extension Lease held by Solicitor (Risdon Hosegood – Wivey) Leased 12) Ground Rent part of KRG Lease held by Solicitor 2001 50.00pa Collected from Crowcombe Hall committee each year 13) Short History of Crowcombe Copyright document held by clerk £1.00 14) Minute Books & Associated Documents Accession No. M/2552 Held at Somerset Record Office 15) Crowcombe Platoon Home 1942 Loan to Somerset & Archive Record Office £1.00 16) William Knott Parish Clerk 1879 Group code D/PC/crow Acc No M/3127 £1.00
7.2.1.4 UCF TI Innovation Lab This lab is useful for assembly and prototyping Lab contains Soldering kits Oscilloscopes Voltage regulators 3D Printers Many other tools that aid the prototyping process 7.2.2 PCB Summary ExpressPCB Advanced Circuits OSH Park Cost $82 $198 $80 Lead Time 1 day* 5 days 12 days Notes Forced to use specific PCB size No free software, but would not use anyways Table 7.2.2.1 – Summary of PCB Vendors 7.3 Final Coding Plan
Once logged, apply finger to scanner again to verify that newly scanned print matches logged entry. Expected Result: The fingerprint scanner will successfully log initial finger print in testing platform database and will return as a match when finger print is scanned again. Magnetic Stripe Reader Testing Objective: Verify that the information on the magnetic stripe card is being read correctly on the reader. Supplies: OSAYDE MSR90 Reader Magnetic Stripe card (UCF ID) Raspberry Pi 3.2 Inch TFT LCD Display Module Touch Screen or compatible monitor. DC supply Preparation: Connect the Reader to the Pi via USB. Ensure the drivers needed are installed Procedure: Swipe the card through the reader and verify the LED on the reader flashes. Look at the resulting data that is printed on the screen and make sure it is correct. Repeat step 1 and 2, 5 more varying cards used, verifying the data is correct. Expected Result: With an rate of 0.5% there should be no problems in corrupted or otherwise wrong information, no matter the card used.
as co-authors at regional scientific conferences as well as at national and international venues including Association for Psychological Science (APS), APA, Psychonomics, Society for Personality and Social Psychology. Their publications are in peer-refereed journals. Psychology Department Undergraduate Assessment Plan Timeline 2011-2012 2012-2013 2013-2014 2014-2015 Rubrics Courses for data 1. Psychology Knowledge Base X X X test all courses (different courses in different years). A minimum of one course per year will be assessed. 2. Research Methods X X X X LEAP, publications and presentations Psyx 499R Psyx 223, 225, 490R 3. Critical thinking in Psychology X X X LEAP Psyx 225, 499R, 4. Apply psychology to practical problems X X test items Psyx 370, 375, 475, 495
5. Values in psychology X X X X Lawrence Rubric Psyx 225, 499R 6. Information and technological literacy X LEAP Psyx 223, 225, 499R plus others 7. Communication skills X X X LEAP Psyx 225, 499R 8. Sociocultural and international awareness X LEAP Psyx 235D, 333, 335, 462 9. Personal development X Senior survey Psyx 375, 475, 495 Post graduation
Public Transportation Management System Owned Equipment Inventory Agency/organization: Date: Equipment Code and Description Condition (points) Age Remaining Useful Life (years) Replacement Cost ($) Comments (If more than two lines, please attach a separate comment page) 1. 05 (EXAMPLE) Bus Washer 100 4 21 $150,000 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.
1. Name: Enter the name of the person responsible for the asset while kept at this location. 2. Address: Enter the address where the asset will be kept. 3. City: the city where the asset will be kept. 4. State: Click on Search and return the value required. 5. Postal Code: Click on Search and return the value required. 6. Country: on Search and return the value required. Organization Information Figure 8 This tab can be used to change/add information unique to the organization which will make it easier to identify the asset. 1. Organization Inventory Name: Enter the information if required. 2. Asset Representative Principal Name: Click on Search and return the value required (if it should change). The asset representative is the person responsible for the asset. 3. Asset Representative Principal Name: Note that the value information selected above will be displayed here. 4. Organization Text: Enter any text unique to the asset if so required. 5. Organization Tag Number: Enter a number unique to the asset if so required. 6. Organization Type Identifier: Enter information unique to the asset if so required. 7. Date Received: Click on Calendar and select a date if so required. Payments Figure 9 All payments made for the asset is displayed on this screen. Payments Lookup
OHC Curriculum Map Courses SLOs Gen Eds Course1 ENG 101 Course2 AFRO AM 101 Course3 BIO 114 Course4 CHEM 121 118 LIT 110 PHIL 106 Course8 ART 103 Course9 PHYS SCI 111 Course10 SOC SCI 101 Coursr11 SPEECH 101-1 Course12 CIS 120 Human Diversity X X #1 Capstone Experiences #2 Locally Dev. Tests Critical Thinking X X X X X X X #3 Locally Dev. Tests #4 Portfolio Artifacts Communication X X #5 Exit Exam #6 Video Presentation Quantitative Reasoning X X #7 Lab Reports
LEARNING OUTCOMES Exemplary 4 Proficient 3 Marginal 2 Unacceptable 1 Nonexistent 0 Stated Objective or Performance Description of identifiable performance characteristics reflecting an exemplary level of performance. Description of identifiable performance characteristics reflecting an unacceptable level of performance. Stated Objective or Performance Stated Objective or Performance Stated Objective or Performance Stated Objective or Performance
Course Alignment Worksheet (Showing the learning outcomes for whichever core competencies the assignment addresses) Core Competency Learning Outcome Teaching Methods Reinforcement Activities Formative Assessments Summative Assessments Assessment Oversight Name Department Affiliation Email Address Phone Number Prof. M. Carr, Chair Fine & Performing Arts 1.773.291.6509
(40) (45) in the same country will cancel out—one person's liability to pay is another person's asset. But a nation may own assets (physical or financial) overseas, and foreigners may own capital (physical or financial) within a nation. The accounting of a nation's wealth, therefore, should take account of net liabilities to the citizens, firms, and governments of other countries. Microsoft ® Encarta ® 2009. © 1993-2008 Microsoft Corporation. All rights reserved. Glossary: assets : asset/aktiva stocks : liabilities : passiva/kewajiban rights : hak :hutang pension : pensiun owe : berhutang income tax : pajak penghasilan determine : menentukan mortgage : penggadaian wealth : kekayaan net : bersih balance : neraca personal possession : kekayaan pribadi equity : keadilan :pabrik finished goods : barang goodwill NOTE TAKING. Read the passage and take the important points. (Baca dan buatlah catatan bacaan di atas]. ASSETS & LIABILITIES NOTES Individual Firm
Delivering the agreed outcomes of the Strategy will form a key business priority for Homes for Haringey as part of the extended management agreement with the Council. The will be challenged, revised and updated as part of our business planning cycle. In particular, it is likely we will need to update the Strategy following the Building Regulations review which is currently ongoing. If you wish to discuss anything in this document, or would like further information, please contact Asset Management Policy and Strategy on 020 8489 1067 or email
Homes for Haringey recognise that great care needs to be taken not to invest in poor performing areas at the expense of others; nor should high risk re-investment occur without due consideration, options appraisal and piloting. Investment will therefore be prioritised with a bias towards those units that are deemed to be of low risk and high demand; ‘core’ stock. 5.1.1 Viability modelling and Options Appraisal Homes for Haringey will assess viability and re-investment priorities using the Stock Viability Model which takes into account a range of factors including demand/desirability and projected costs. The appraisal process results in individual properties being allocated a red, amber, or green status. (RAG) The portfolio is divided into one of three categories: Red – those properties deemed to be of high risk (i.e. requiring higher than average levels of re-investment or cost, in order to maintain them in a good lettable condition), and/or that are in low demand. Amber – those properties that offer peripheral performance and that require further investigation to be reclassified as either red or green Green – those properties that are in high demand and that require average or below average levels of re-investment, or ‘core stock’. Re – investment is influenced by these categories as follows: Red No major expenditure. To be maintained on an ‘essential only’ limited responsive basis, plus essential statutory works – e.g. gas servicing. Options Appraisal to be undertaken. Amber Further investigation required before major investment. Consider options appraisal to assess the impact of any or future works requirements and the likely impact on demand Green – Expenditure permitted. Property in Red or Amber status is to be the subject of further investigation, or review through an options appraisal, until they are either re- classified or until such time as an alternative strategy is agreed e.g. disposal or development. The assessment of cost is made with direct reference to the Asset Management Database and associated reports. Demand has been assessed with reference to housing management perceptions informed by void turnover rates and other factors such as security and levels of anti- social behaviour.