In simple terms, training and development refers to the imparting of specific skills, abilities and knowledge to an employee. A formal definition of training & development is… it is any attempt to improve current or future employee performance by increasing an employee’s ability to perform through learning, usually by changing the employee’s attitude or increasing his or her skills and knowledge. The need for training & development is determined by the employee’s performance deficiency, computed as follows: Training & Development need = Standard performance – Actual performance.
In simple terms, training and development refers to the imparting of specific skills, abilities and knowledge to an employee. A formal definition of training & development is… it is any attempt to improve current or future employee performance by increasing an employee’s ability to perform through learning, usually by changing the employee’s attitude or increasing his or her skills and knowledge. The need for training & development is determined by the employee’s performance deficiency, computed as follows: Training & Development need = Standard performance – Actual performance.
Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education G
Sample of License Examination of Teachers and Educators in Philippines conducted by Philippines Regulatory Commission. Department of Education is accepting only if they pass BLEPT.
Lesson Plan Rubric with Criteria Directions Use the rubric belo.docxsmile790243
Lesson Plan Rubric with Criteria
Directions: Use the rubric below to assess your lesson plan by putting an “X” through the box for each characteristic that best represents the quality of your work. A wise strategy is to have a peer use the criteria in the rubric to review your lesson plan and give you constructive feedback you can use to improve your plan. Lack of resources will result in a grade of “0”.
Learners will:
Criteria
All the Way
On the Way
Part Way
No Way
Pts.
Prepare lesson plans on the provided Daily Lesson Plan Format form.
Typed on format using “landscape” page layout. All sections completed.
Includes Q to A form and completed Rubric. Lists
resources
Typed on format but “portrait” page layout. All sections completed. Includes Q to A form and completed Rubric. Lists
resources
Hand written down the page without use of the format. All sections completed. No Q to A form or Rubric
No resources
Hand written down the page and format not used. Some sections incomplete.
No Q to A or Rubric.
No resources
5
Identify appropriate National Health Education Standard(s) and Healthy People 2020 Objectives
Identify at least one clearly applicable National Health Education Standard and one Healthy People 2020 Objectiveverbatim.
Entered at least one clearly applicable National Health Education Standard or HP 2020 objective verbatim
Statements entered but not National Health Education Standards/HP 2020 Obj. OR only number of standard/objective
No standards or objectives entered
5
Compose appropriate learning objectives for both health knowledge and health skills.
Included at least two objectives, one for skills and one for knowledge. All verbs used are at the high level of the cognitive or action domains.
Included at least two objectives, one for skills and one for knowledge. At least one of the verbs used is at the high level of the cognitive or action domain.
Objectives only describe what students will know at the end of the lesson using weak, low level verbs such as “understand” and “learn”.
Objectives describe what the teacher will do or what learners will do during the lesson.
20
Describe an effective motivational introduction to the lesson.
Strategy would actively and/or vividly involve learners and allow teacher to assess students prior knowledge of the lesson topic.
Strategy would actively (e.g., game, small group, brainstorm, skit, etc.) and/or vividly involve learners.
Lecture-type presentation that provides some information or facts to learners.
No real teaching strategy—just a statement about the lesson.
10
List detailed content and skill steps that will be taught in the lesson.
Lists major concepts (big ideas) with detailed outline and skills with application steps OR detailed content provided with attached materials and handouts.
Lists major concepts (big ideas) included in the lesson with detailed outlined information, but skill steps not provided.
Lists some major points about knowledge, but no steps for the skill ...
Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education G
Sample of License Examination of Teachers and Educators in Philippines conducted by Philippines Regulatory Commission. Department of Education is accepting only if they pass BLEPT.
Lesson Plan Rubric with Criteria Directions Use the rubric belo.docxsmile790243
Lesson Plan Rubric with Criteria
Directions: Use the rubric below to assess your lesson plan by putting an “X” through the box for each characteristic that best represents the quality of your work. A wise strategy is to have a peer use the criteria in the rubric to review your lesson plan and give you constructive feedback you can use to improve your plan. Lack of resources will result in a grade of “0”.
Learners will:
Criteria
All the Way
On the Way
Part Way
No Way
Pts.
Prepare lesson plans on the provided Daily Lesson Plan Format form.
Typed on format using “landscape” page layout. All sections completed.
Includes Q to A form and completed Rubric. Lists
resources
Typed on format but “portrait” page layout. All sections completed. Includes Q to A form and completed Rubric. Lists
resources
Hand written down the page without use of the format. All sections completed. No Q to A form or Rubric
No resources
Hand written down the page and format not used. Some sections incomplete.
No Q to A or Rubric.
No resources
5
Identify appropriate National Health Education Standard(s) and Healthy People 2020 Objectives
Identify at least one clearly applicable National Health Education Standard and one Healthy People 2020 Objectiveverbatim.
Entered at least one clearly applicable National Health Education Standard or HP 2020 objective verbatim
Statements entered but not National Health Education Standards/HP 2020 Obj. OR only number of standard/objective
No standards or objectives entered
5
Compose appropriate learning objectives for both health knowledge and health skills.
Included at least two objectives, one for skills and one for knowledge. All verbs used are at the high level of the cognitive or action domains.
Included at least two objectives, one for skills and one for knowledge. At least one of the verbs used is at the high level of the cognitive or action domain.
Objectives only describe what students will know at the end of the lesson using weak, low level verbs such as “understand” and “learn”.
Objectives describe what the teacher will do or what learners will do during the lesson.
20
Describe an effective motivational introduction to the lesson.
Strategy would actively and/or vividly involve learners and allow teacher to assess students prior knowledge of the lesson topic.
Strategy would actively (e.g., game, small group, brainstorm, skit, etc.) and/or vividly involve learners.
Lecture-type presentation that provides some information or facts to learners.
No real teaching strategy—just a statement about the lesson.
10
List detailed content and skill steps that will be taught in the lesson.
Lists major concepts (big ideas) with detailed outline and skills with application steps OR detailed content provided with attached materials and handouts.
Lists major concepts (big ideas) included in the lesson with detailed outlined information, but skill steps not provided.
Lists some major points about knowledge, but no steps for the skill ...
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
New Drug Discovery and Development .....NEHA GUPTA
The "New Drug Discovery and Development" process involves the identification, design, testing, and manufacturing of novel pharmaceutical compounds with the aim of introducing new and improved treatments for various medical conditions. This comprehensive endeavor encompasses various stages, including target identification, preclinical studies, clinical trials, regulatory approval, and post-market surveillance. It involves multidisciplinary collaboration among scientists, researchers, clinicians, regulatory experts, and pharmaceutical companies to bring innovative therapies to market and address unmet medical needs.
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
Couples presenting to the infertility clinic- Do they really have infertility...Sujoy Dasgupta
Dr Sujoy Dasgupta presented the study on "Couples presenting to the infertility clinic- Do they really have infertility? – The unexplored stories of non-consummation" in the 13th Congress of the Asia Pacific Initiative on Reproduction (ASPIRE 2024) at Manila on 24 May, 2024.
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
These lecture slides, by Dr Sidra Arshad, offer a quick overview of physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar leads (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
Knee anatomy and clinical tests 2024.pdfvimalpl1234
This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
263778731218 Abortion Clinic /Pills In Harare ,sisternakatoto
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Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
1. Instructions
MULTIPLE-CHOICE QUESTIONS
You have 30 second for each question
reading time and answering to the
questions.
There are [36] questions in this section.
Select the best answer and write the letter of
your choice
A correct answer scores 1, an incorrect
answer scores 0.No marks will be given for a
question if more than one answer is supplied
2. 1. Ability to apply basic general knowledge and
basic skills describe
A. Level I C. Level III
B. Level II D. Level IV
3. 2. Defines the competences that a person must
possess to be able to perform and be
productive in the world of work.
A.TTLM C. Competence
B. Session Plan D.OS
4. 3. The dimension of competence that responds
to irregularities and breakdowns in routine
works
A. Task skill
B. B. Task management skill
C. Contingency management skill
D. Job/Role Environment skill
5. 4. Describes a specific work activity, in OS.
A. Unit of Competence
B. Occupational Slandered
C. Module
D. Curriculum
6. 5. ___________ is a basic building block of the
unit of competence.
A. Elements
B. Unit Descriptor
C. Unit Title
D. Performance criteria
7. 6. What is underpinning skills indicate in unit of
competences
A. skills needed to achieve the elements and
performance criteria set in each unit of
competence
B. specific knowledge that is essential to the
performance of the Competence
C. Knowledge evidence (things that must be
known)
D. Critical aspects of competence
8. 7. What trainer have to be possess to be qualified
trainer
A. National Certification (SKILLS: What to teach)
B. Trainers Methodology (METHODS: How to teach
C. A & B
D. None
9. 8. What is the role of trainer?
A. Teacher / Facilitator
B. Negotiator / Coordinator
C. Curriculum Developer
D. Instructional Materials Developer
E. All
11. 10. What is the benefit of session plan?
A. Gives the trainers and learners clear idea of
where they are, where they are going and
what they are doing;
B. Records the training sessions that the trainers
have completed;
C. Gives the trainers a starting point if they have
to do the training again with another learner
or group of learners
D. All are correct
12. 11. Content outline is parts of________________.
A. Lesson Approach
B. Lesson Development
C. Lesson Summary
D. NONE
13. 12. It is generally accepted that people learn
skills –________% by doing
A. 55 B. 35 C. 65 D. 25
14. 13. A __________is a printed instructional aid
that:
A. TTLM
B. Resource
C. OS
D. Learning guide
15. 14. Which one is a component of TTLM?
A. Teacher’s Guide
B. Learning Guide
C. Assessment Packet
D. All
16. 15. _____________are the parts of learning guide
A. Information Sheet
B. B. Operation Sheet
C. (LAP) Test or Job Sheet
D. Self-Check
E. A and B
F. F. All
17. 16. Who is the customer of TVET?
A. Industry C. Government
B. Commerce D. ALL
18. 17. What is assessment?
A. The description of work activity
B. B. the process of collecting evidence and
making judgements
C. The objective of learning outcome
D. B & C
19. 18. Indirect evidence is-
A. Work evidence that can be reviewed or
examined
B. Evidence that can be observed or witnessed
C. Critical evidence
D. None
20. 19.__________is provides the learners with
feedback regarding success or failure in
attaining learning outcomes
A. Summative Assessment
B. Learning Outcome
C. Formative Assessment
D. A & B
21. 20. Work that is done regularly to keep
equipment, buildings and grounds in good
condition and working order.
A. Maintenance C. training facility
B. Facilities D. Accessible
22. 21. Assessment Station is
A. An area for assessing the students
B. An area for a lecture
C. An area for instruction
D. All
23. 22. A list allocating specific maintenance to a
specific period is known as
A. Maintenance Schedule
B. Maintenance Program
C. 5S
D. A & B
24. 23. What is 5S?
A. A Greek word
B. Seiso
C. Continuous improvement
D. Good housekeeping
25. 24. Kaizen means -
A Greek word
B. Seiso
C. Continuous improvement
D. Good housekeeping
26. 25. Maintenance performed to PREVENT or FIND
failures BEFORE they develop into a
breakdown is
A. Corrective
B. Preventive
C. Reactive
D. Proactive
27. 26. What will you do with the result of
inspection check list?
A. Analyze inspection report;
B. Investigate condition of facilities based on the
inspection report and in conformance with the
standards;
C. Prepare repair and improvement schedule to
correct malfunctions and damages (if any);
D. All are correct
28. 27. The freedom from danger, injury or damage.
A. Safety
B. Accident
c. Planet
D. Properties
29. 28. ______________is an immediate care given
to a person who has been injured or suddenly
ill.
A. Medicine B. 2nd aid
C. First aid D. Ask for help
30. 29. Which one is ways of communication?
A. Written
B. Verbal behavior
C. Non verbal behavior
D. All
31. 30. How many types of communication are
there?
A. 1 B. 2 C. 3 D. 4
32. 31. If someone say” Everyone should be like me”
what types of communication style
A. Aggressive C. Assertive
B. Passive D. All
33. 32. Which one can indicate manual or physical
skills of human being?
A. Cognitive C. Affective
B. Psychomotor D. NONE
34. 33. _______________is consists of learning
strategies focused on adults
A. Pedagogy C. feedback
B. Andragogy D. Learning
method
35. 34. Witch NTQF indicate middle management
A. Level II C. Level III
B. Level IV D. Level V
36. 35______________is a benefit of learning material
A. Useful when students miss a lesson
B. Useful when content is not available in textbook,
manuals, etc
C. A & B
D. Useful when assessment on process
37. 35______________is a benefit of learning
material
A. Useful when students miss a lesson
B. Useful when content is not available in
textbook, manuals, etc
C. A & B
D. Useful when assessment on process
38. 36. NTQF
A. Describes the training
B. Did the evidence present the learner’s own
work?
C. Rationalizes all TVET into a single nationally
recognized qualification.
D. Focussed on performance rather than on
learning process