1. A tooth cutting tool usually with the solid and adjustable frame A. Hacksaw B. Screw driver C. Hammer D. Wrench 2 It is a precision measuring instrument used to measure the inside, outside diameter as well as depth of hole and slot. A Vernier Caliper B. Micrometer caliper C. Try Square D. Divider

3. The TVE Teacher required his students in Benchwork to cut a 12 inches round bar for their fina project What is the

value of 12 inches when converted to centimeter? A 30.48 cm B. 26.8 cm

C. 27.4 cm

D. 32.6 cm

4 An immediate care given to a person who has been injured or suddenly taken illness

A Bum

B. First aid

C. Caution

D. Hazard

5 The following items are simple ways to avoid electrical shocks, EXCEPTO

A Do not put wiring cable around your body B. Check out the cable before and after use.

C. Wear proper PPE

D. Touch the wire with your wet hands

6 One of the students in welding technology brought to the school clinic due to minor injury while doing actual

performance inside the shop. His teacher warned him not to ignore wearing body protection to avoid accident Which

of the following is the correct meaning of the acronym PPE?

C. Personal Protective Equipment B. Professional Protective Equipment D Physical Personal Equipment

A Personal Physical Equipment

7. The person in charge of the school cooperative store informed the president of the employees association to provide more stocks of personal protective equipment intended for hand protection What specific type of PPE is this? D. Apron

A Globes

B. Helmet

C. Leather Jacket

8. A tool in the prevention of accident to locate and report existing and potential unsafe conditions that, if left uncontrolled, have the capacity to cause accident in the workplace A Safety tools B. Safety inspection C Safety procedures

D. Safety equipments

9. Evaluation of effectiveness of the program is a must to determine whether a program is a success or a failure.

A Systematic inspection system B. Sound knowledge of the facility

C. Method of reporting, evaluating, and using the data D Knowledge of relevant standards regulations and codes

10. An employee is authorized to practiced safety except

A Repair defective tools B. Report unsafe conditions

C. Identify and repair defective tools

D. Guards and warning signs are in place

Preparing for a group discussion the first step in participating in a group discussion is to understand the purpose and process of a group discussion. your approach to a group discussion will differ from other assignments, such as writing a research paper. read through the discussion guidelines to understand how you should prepare for a group discussion assignment. your discussion process for this task, you’ll need to work as part of a group of three or four students who can meet together for a face-to-face or virtual discussion. your teacher will identify a process for this task that fits your learning situation. for instance, if you’re working primarily on your own in this course with no on-site classmates (self-paced course), the process will be a little different than if you are learning with at least two other students in the same building and on the same schedule (group-paced course). discussions in those two cases are outlined below. group-paced course the teacher organizes groups or enables students to self-organize. in the discussion session, students take turns presenting their thesis and then discussing each thesis with the group. one student (not the presenter) acts as a discussion facilitator. the discussion will be a round-robin, rotating the presenter and facilitator roles for each thesis. plan to spend at least 15 minutes to present and discuss each thesis. refer to the discussion summary below. you will want to take brief notes during the discussion so that you can easily complete the discussion summary afterwards. self-paced course you will find at least two people to participate in this discussion with you. they could be classmates from other courses, friends, or siblings. they should be roughly your age, if possible, so you can have a thoughtful discussion with peers. you will set a time and place for the discussion and share the discussion guidelines for them to read prior to the discussion. you will be the only presenter for this discussion. you will also play the role of facilitator. you will present your thesis and then discuss it with your group. your invited group members are only required to be active, thinking participants. except for reading through the discussion guidelines ahead of time, they do not have to prepare for the discussion beforehand or do any follow-up afterwards. since you will be presenting and facilitating during the discussion, you may want to ask one of the participants to take brief notes for you on key points that come up during the discussion. these notes will you compose your discussion summary below. since there is only one thesis to discuss, plan to spend at least 30 minutes presenting and discussing your thesis. here is an outline of the whole process for this task: 1. you will formulate a thesis and outline a set of points that support your thesis. this may include some initial research. 2. depending upon your learning situation, you may need to organize the discussion group, place, and time. 3. read the discussion guidelines for how to conduct, facilitate, or participate constructively in a discussion with your peers. 4. the group meets to discuss the theses for your learning situation: the discussions should be fair, democratic, and orderly. each member of the group should have an opportunity to express their views; all members should actively contribute to the discussion. group members should show respect for others' views and make their points politely. the goal of the discussion is to gather opposing viewpoints and additional perspectives that would support or oppose your thesis. each participant should come to the discussion prepared to the presenter deepen the understanding of the topic. 5. after you've discussed your thesis, you will complete the discussion summary section below and submit it to your teacher. leading a discussion be sure that all the participants have read the discussion guidelines before beginning your discussion. with three or four peers, start the discussion by presenting your thoughts and findings from your research. present a question to the group to begin the discussion. allow your group to ask you follow-up questions. using an audio recording tool, record the questions your team asks as well as your response to these questions. finally, consider how the discussion changed or influenced your initial research and thoughts about the discussion questions. you will submit your responses to the questions asked in the discussion summary. use your notes from your research and your discussion to you complete the summary. discussion summary part a using an audio recording tool, record the names of the discussion participants below. if you organized the discussion, using an audio recording tool, record how you know each person and summarize how you chose and invited the participants and how you organized the time and place for the discussion.

Find a newspaper or magazine (either print or digital form), and select one piece of media to evaluate. after reading/viewing the media, describe it, and explain what you believe the purpose and intended audience of the piece may have been. then, label the techniques (images, layout, video, sound, etc.) that were used, and how those techniques interacted to create either an effective or ineffective piece of media. your response should be at least 200 words.

Judy blume's career as an american writer spans four decades and includes many literary awards. she is most famous for her novels geared toward pre-teens. one notable example is tales of a fourth-grade nothing. however, blume also has had success writing for an adult audience. three of her novels for adults reached the new york times best-seller list. in a 2008 interview blume remarked, "i have so many stories left to tell! " by that time she had written nearly 30 novels. judy blume is an exceptionally talented and productive american author. which of the following statements supports the main idea in this paragraph? blume only publishes books that she expects will win awards. blume prefers to write novels for adults rather than pre-teens. blume has had an extremely and uncommonly long writing career. blume is a gifted writer who can write for children as well as adults.