board Time Available You have 15 minutes to make your presentation and afterwards there will be a short period following the presentation to take questions from the board. Your presentation and supporting documents will be assessed according to the criteria below. For your work to be assessed you must; have mailed one copy of your presentation to ray.donnelly@londonmet.ac.uk‚ or E.Ohohe@londonmet.ac.uk by 10.00am on the morning of the presentation together with your Contribution Log and the signed
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Informative references Terms‚ definitions and abbreviations Terms and definitions Abbreviations Design pressure and temperature General Design pressure Design temperature Safety instrumented secondary pressure protection systems General Testing Line sizing criteria General Sizing of liquid lines Sizing of gas lines Sizing of gas/liquid two-/multiphase lines Sizing of flare and vent lines Detailed requirements for systems and equipment System and equipment isolation Connections to flare‚ vents and closed drains
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MARKING CRITERIA OF THE YEAR 11 ASSESSMENT TASK 3 - 2014 You will be assessed in the form of: A. Written report 70 marks B. Performance at the site 30 marks A. REPORT The written report should include: 1. Introduction; containing relevant background information of the site by gathering information from secondary sources. (P12.3) Relevant information includes but not limited to: (15 marks) - Problem - Aim(s) - Hypothesis - What a healthy environment is (in term of ecology) - Background
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Isabel & Peter /NUS Business School_2013 BSP 2005 Asian Business Environments /Syllabus ‚ Lecture and Tutorial Guide Course Outline Module Code Module Title Description BSP2005 Asian Business Environments This module builds an understanding of business environments in Asia. The first part of the course focuses on macroeconomic fundamentals‚ politics‚ culture‚ and institutions in Asian countries and regions. The second part of the course explores relationships between national and regional
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Area | * What Should Be Assessed? | Lesson Objectives | * Alignment to rigorous standards * Clarity of lesson objectives * Differentiation of lesson objectives | Lesson Strategies‚ Activities‚ and Delivery | * Activation of students’ prior knowledge * Use of strategies that are appropriate for the lesson objectives * Use of activities and student work that engage students as active learners * Differentiation of strategies‚ activities‚ and student work to ensure that all students
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Goal‚ Goals‚ Goals‚ Darrah White 07/28/2013 1. What steps does your textbook’s author recommend for achieving your short term goals? The textbook’s author recommends achieving short term goals should have two steps. First identify your short term goals‚ decide each goals importance at this current time‚ then pick the goal that is most crucial to achieve at this time. Secondly‚ list all the necessary steps it will take to achieve this goal‚ then determine
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| PROJECT BASED LEARNING | SMART HOUSE/HOME | | Foundation in Computing | March 2011 Intake | This document contains the requirements for the Foundation in Computing March 2011 intake’s Project-Based Learning initiative. It is a group project assignment that covers certain aspects of the coursework assessment for the following subjects: Introduction to Computing (COMF 0314)‚ English 1 (COMF 0013) and Practical IT Skills (COMF 0324). The project contributes 15%‚ 20% and 20% to the final
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SMART Objectives: This page has been written to provide not only an overview of the SMART objective format‚ but to help you to write your own. Specific | Is the objective clear?Is it precise and well defined?Can everyone understand it? | Measureable | Have you stated how you will assess whether it has been completed or not?What evidence is needed to confirm it?How will the individual learner know when the task has been completed? | Achievable | Are there sufficient resources in place and
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STRUCTRAL APPLICATION OF SMART MATERIALS presented by: Ashok kumar singh INDEX : 1. INTRODUCTION 2. WHAT ARE THE SMART MATERIALS? 3. SHAPE MEMORY ALLOYS (SMA) 4. CARBON FIBER REINFORCED CONCRETE (CFRC) 5. CONCLUSION 6. ACKNOWLEDGEMENT 7. REFERENCES 1. INTRODUCTION The development
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Why Impact Projects? Impact Projects are strongly linked to and support Wodonga Senior Secondary College School’s vision and mission. Impact Projects are a chance for you to decide what you will learn‚ set learning goals and objectives and plan your own learning to meet those goals. You will develop a meaningful project with the community so that you are able to share what you have learned and make a difference. Before you begin your project in earnest you must spend some time planning and writing
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