zilongwang/ReadingBank huggingface dataset:
Master Gunnery Sergeant and Master Sergeant are ranks for technical fields. The Sergeant Major and the First Sergeant are command billets and are the senior enlisted tactical advisers to the commanding officer and handle all troop related issues. The enlisted insignia is shown in the subsequent chart: MCJROTC Rank Structure The Marine Corps JROTC rank structure was modeled after the Marine Corps’ rank structure. The uniforms issued and worn by cadets are the same as those worn on active duty by Marines. Therefore, the design of the Marine Corps JROTC rank insignia distinguishes cadets from Marines. In order to better understand rank structure, you must understand the meaning of rank insignia and lamp of learning. The following definitions will provide insight about each. Lamp of Learning The lamp of learning device used in the cadet enlisted rank insignia signifies intensive study, a source of intellect, and moral and spiritual illumination Marine Corps JROTC Rank Structure The Marine Corps JROTC Cadet Corps comprises cadet officer and cadet enlisted personnel. Although modeled after the Marine Corps rank structure, the MC JROTC officer and enlisted insignia is specific to DMC JROTC program. Cadet Officer Rank Structure The cadet officers in the Marine Corps JROTC in order of seniority, from highest to lowest, or as follows: Cadet rank Cadet Colonel. Cadet Lieutenant Colonel. Cadet Major. Cadet Captain. Cadet First Lieutenant. Cadet Second Lieutenant
institutions and laboratories. The principle of equal, open but competitive access is a strategic fundamental for such research to take place. Agreements are needed between government departments as well as the key institutions to ensure this interdependence is upheld and facilitated. National Research Infrastructure Required national strategic infrastructure for marine research is as follows: Sentinel sites & LTER network Representative sentinel sites and LTER sites need to be set up in all major bio-regions and habitat types (Estuaries, bays, beaches, pelagic, deepwater etc.). These sites need to be managed in the long term and be appropriately equipped with research infrastructure. Data from these sites need to be made accessible to researchers. Biodiversity collections and associated labs South Africa’s biodiversity collections (wet, dry and frozen) need to be properly resourced, curated and databased. The collections must be linked to well-equipped genetic (including metagenomic and biotechnology), isotope, fatty acid and x-ray laboratories. Operational Oceanography An end-to-end operational oceanography system (in-situ instrumentation, data assimilation, modeling, data products, hind casting and forecasting) needs to be established. This will embody a centralised operational oceanographic ‘agency’ to provide operational and in situ infrastructure and services. For example, operational oceanographic modeling is currently an academic pursuit with very limited technical support. Estuarine & Coastal research platforms National estuarine and coastal research infrastructure which is beyond the technical or operating capability of HEIs, NGOs and state institutions needs to be made available on a competitive bases to researchers within the NSI. Examples include: Specialised in-situ instrumentation and moorings (e.g. ADCPs, CTDs, sediment traps, tide gauges, flow gauging stations, coastal radar, passive acoustic monitoring etc.); Coastal craft (<9m and >9m) with associated instrumentation; National acoustic telemetry curtains;
Warri, Koko and Aiyetoro coastal waters 24 Hour forecast Wind: South westerly, 5 – 10kts occasionally 15kts Sea State: Small waves, becoming longer; fairly frequent white horses (Moderate) Tide: Warri – high: 1.7m (1105 UTC), low: 0.7m (0425 & 1700 UTC) Weather: Fair, chances of rain later. Visibility: Moderate (4 -10km). Outlook for the following 24hrs Wind: South westerly, 5 -10kts occasionally 16kts. Sea State: Small waves, becoming longer; fairly frequent white horses(Moderate) Weather: Fair, rain/thunderstorm later. Visibility: Moderate (4 -10km). Lagos Coastal Waters 24 Hour forecast: Wind: South westerly veering westerly, 5 – 12kts Sea State: Small waves, becoming longer; fairly frequent white horses (Moderate) Tide: High: 0.8m (0715 UTC), low: 0.1m (0055 & 1335 UTC) Weather: Fair, chances of isolated rain later. Visibility: Moderate (4 -10km). Outlook for the following 24hrs Wind: South westerly, 5- 10kts occasionally 15kts. Sea State: Small waves, becoming longer; fairly frequent white horses(Moderate) Weather: Fair, rain with chances of thunderstorm later. Visibility: Moderate (4 -10km). End. SHIPPING FORECAST TO 650KM OFFSHORE (60 13'N, 20 54'E - 40 32'N, 8023'E to equator) ISSUED BY NIGERIAN METEOROLOGICAL AGENCY (NIMET), at 1500 UTC on Tue. 6th Sept., 2016 VALID FOR: 1800 UTC on Tue. 6thto 1800 UTC Wed. 7th Sept., 2016. WARNING: NIL
REGULATIONS MADE IN TERMS OF Marine Resources Act 27 of 2000 section 61(1) Regulations to Reduce Incidental By-Catch of Seabirds in the Hake Demersal Trawl Vessels Government Notice 269 of 2015 (GG 5877) came into force on date of publication: 19 November 2015 ARRANGEMENT OF REGULATIONS 1. Definitions 2. Deployment of bird scaring lines 3. Bird scaring line design 4. Streamer lines 5. Offences and penalties Definitions 1. In these regulations, any expression to which a meaning has been assigned in the Act bears that meaning and, unless the context otherwise indicates - “bird scaring line” means long lines attached to a high point on the stern of a vessel to which streamers are attached which interfere with birds attempting to reach the baited longline or trawl net below; “demersal” means on or near the bottom of the sea, on or near the continental shelf, on or near the continental slope and along the continental line, depending on the depth range of the sea territory concerned; “hawser rope” means the nautical term for a thick cable or rope used in mooring or towing a vessel; “kernmantle” means a braided or sheathed rope constructed with its interior core protected by woven exterior sheath; “port side” and “starboard” means nautical terms referring to the left and right sides respectively of a vessel as perceived by a person on board facing the front of the vessel; “streamers” means strands of brightly coloured line attached to bird scaring lines at regular spaced intervals;
“annual plan” means a plan prepared by the agency on an annual basis setting out the agency’s activities for the coming year and the resources required to carry out those activities; “board” means the management board of the agency, contemplated in section 12; “by-catch” means any marine resource harvested in an attempt to harvest a different marine resource; “commercial purposes” with respect to harvesting marine resources means - (a) with the intention of selling, bartering, pledging or otherwise disposing of, or delivering or offering to do any of the things mentioned in this paragraph in respect of such resource in the ordinary course of business; [paragraph (a) substituted with amendment markings by Act 9 of 2015; not all of the changes are marked] (b) using purse seine, trawl or long line, or such other fishing or harvesting methods as may be prescribed; or (c) exceeding the limits prescribed for the harvesting of marine resources for own use; “exploratory right” means a right to harvest marine resources on an exploratory basis, granted under section 34; “fisheries agreement” means an agreement entered into under section 35; “fisheries inspector” means a person designated as a fisheries inspector under section 4; “fisheries observer” means a person appointed under section 7 as a fisheries observer; “Fisheries Observer Fund” means the Fisheries Observer Fund established by section 46; “fishing gear” means any net or other implement or means used or capable of being used for the harvesting of marine resources; “fishing industry” means the whole of the trade engaged in the harvesting or acquisition by any other means of marine resources, the processing of those resources and the provision or delivery for trade purposes of those resources; “fishing vessel” means any vessel which is used for harvesting marine resources; “foreign flag vessel” means a vessel - (a) registered in any foreign country under the relevant laws in force in that country; or (b) not being registered or licensed or required to be registered or licensed in Namibia under the Merchant shipping Act, 1951 (Act No. 57 of 1951); [The word “Shipping” should be capitalised.] “harvest” means - (a) searching for, catching, taking or attempting to catch or take any marine resource;
SEAWATER: TOPIC DESCTIPTION Polar Molecule Hydrogen Bonds Universal Solvent Heat Capacity Surface Tension Adhesion/Cohesion Salinity Define: Average Salinity: Density of Seawater: Factors that Affect Salinity: Major Ions & Sources of Ions in Seawater Major Ions: Sources: Sodium – Chlorine -
February 20-24 8am-3pm Herreshoff Museum Bristol RI 7th & 8th grade students Newport Area (Newport, Portsmouth Middletown, Tiverton, Jamestown) Carpentry Composites Sail making Boat building IYRS Newport Shipyard Goetz Composites Transportation to and from the museum is available Click Kerryclarke@npsri.net
2. On the diagram below use labels and arrows to show the components of the water cycle and explain its importance. (5 marks) 3. Complete the table below to explain the physical properties and characteristics of sea water as labelled. (4 marks) Physical property Explanation Water Pressure Light Sound
Sunday Monday Tuesday 1 NEIGHBORHOOD WATCH Wednesday 2 Thursday 3 Friday 4 Saturday 5 6 7 8 9 10 11 BOARD OF DIRECTORS ELECTION 7:30AM TO 7:30PM @ CLUBROOM MEETING 8:00 PM 12 13 14 15 16 CREDIT UNION MEETING 4:30PM IN THE CLUBROOM 17 18 19 QHFCU ANNUAL MEETING 12:00 PM @ CLUBROOM 20 21 THE HOMES BOARD MEETING IN THE CLUBROOM 6:30PM 22 23 24 25 26 27 28 29 30 31
Sample assessment outline Marine and Maritime Studies – ATAR Year 12 Unit 3 and Unit 4 Assessment type Assessment type weighting Assessment task weighting When Assessment task Science inquiry/ Scientific skills/ Investigation 10% 5% Semester 1 Week 6 Task 1: Identifying phytoplankton and zooplankton in marine ecosystems – students collect water samples from a number of locations and measure some of their abiotic factors and identify planktons in the water samples 2.5% Semester 2 Week 9 Task 10: Boyle’s Law – students investigate the relationship between the pressure and volume of a gas 2.5% Semester 2 Week 12 Task 12: Corrosion of iron – students investigate factors affecting the corrosion of iron Practical 10% 5% Semester 1 Week 10 Task 2: Snorkelling skills assessment – students are assessed on their snorkelling skills, including equipment fitting skills, safety checks, water entry techniques and in-water snorkelling skills 5% Semester 2 Week 6 Task 7: Coastal engineering structures – students examine the effects of coastal engineering structures (model using wave tank) Extended response 10% 5% Semester 1 Week 12 Task 4: Marine pollution – discharge of treated sewage water to the ocean – students research the discharge of treated sewage water to the ocean and answer a set of in-class validation questions 5% Semester 2 Week 7 Task 8: The impact of climate change – students research the impact of change on a WA marine habitat Test 25% 5% Semester 1 Week 11 Task 3: Oceanography test (Unit 3) 5% Semester 2 Week 4 Task 6: Environmental and resource management test 5% Semester 2 Week 7 Task 9: Oceanography test (Unit 4) 5% Semester 2 Week 10 Task 11: Snorkelling theory test 5% Semester 2 Week 14 Task 13: Maritime history and archaeology test Examination 45% 20% Examination week Task 5: Semester 1 examination 25% Examination week Task 14: Semester 2 examination Total 100% 100%
Sample course outline Marine and Maritime Studies – General Year 11 Unit 1 It is recognised that the order in which the syllabus is delivered may vary to suit the weather constraints required to undertake some of the water activities. Semester 1 – Snorkelling and diving context Week Key teaching points 1–2 Structure of the syllabus course outline assessment outline Marine: Oceanography definition of oceanography properties of seawater and methods of testing water wind formation Task 1: Science inquiry – Properties of seawater 3–5 Marine: Oceanography ocean tides, waves and currents features of Western Australian ocean currents methods used to measure surface current speed and direction and tides Task 2: Test – Oceanography 6–7 Marine: Environmental and resource management issues related to Western Australian fisheries Task 3: Extended response – Marine fisheries management 8–10 Maritime: Design basic design process marine construction materials – properties, purpose and uses effects of sunlight, water, salt, oxygen and living organisms on construction materials Task 4: Investigation – Compare properties, purposes and uses of marine construction materials Task 5: Science inquiry – Factors affecting corrosion of steel 11–12 Maritime: Small craft nautical terminology factors affecting buoyancy and stability design, construction and use of pulley systems Task 6: Practical – Design and construction of pulley systems Task 7: Test – Maritime design and small craft 13–16 Concepts and skills: Snorkelling and diving snorkelling equipment water skills snorkelling skills Task 8: Practical – Presentation on the function and use of snorkelling equipment Task 9: Practical – Demonstration and interpretation of hand signals Task 10: Practical – Snorkelling skills assessment
IMPORTANT INFORMATION This syllabus is effective from 1 January 2017. Users of this syllabus are responsible for checking its currency. Syllabuses are formally reviewed by the School Curriculum and Standards Authority on a cyclical basis, typically every five years. Copyright © School Curriculum and Standards Authority, 2017 This document – apart from any third party copyright material contained in it – may be freely copied, or communicated on an intranet, for non-commercial purposes in educational institutions, provided that the School Curriculum and Standards Authority is acknowledged as the copyright owner, and that the Authority’s moral rights are not infringed. Copying or communication for any other purpose can be done only within the terms of the Copyright Act 1968 or with prior written permission of the School Curriculum and Standards Authority. Copying or communication of any third party copyright material can be done only within the terms of the Copyright Act 1968 or with permission of the copyright owners. Any content in this document that has been derived from the Australian Curriculum may be used under the terms of the Creative Commons licence.
US t 1300 363 400 +61 3 9545 2176 e enquiries@csiro.au w www.csiro.au CSIRO Australia is founding its future on science and innovation. Its national science agency, CSIRO, is a powerhouse of ideas, technologies and skills for building prosperity, growth, health and sustainability. It serves governments, industries, business and communities across the nation. CSIRO Ecosystem Sciences Dr Denise Hardesty t +61 7 4091 8814 e denise.hardesty@csiro.au w www.ces.csiro.au/
Provisions may include: Water Food Ice Sun protection * Wet weather gear First aid kit Personal medication for all passengers Batteries Gas Adequate emergency fuel (reserve) and a method of fuel transfer Mooring and berth maintenance may include: Appropriateness of mooring/berthing * Regularity of checks Services by recognised contractor Serviceable mooring and berthing lines * Fenders Anchors and other ground tackle Activity details to be communicated may include: Vessel description or photo * Number of people in vessel * Departure/arrival times * Types of radios Must advise trip conclusion * Shore contact details * Trailer registration number * Fuel capacity and usage * Pre-start check may include: Fuel is connected * Battery is charged and connected * Kill switch * Fumes, petrol * Fuel and water leaks * Open hatches/windows/doors Ventilation Sea-cock opening Secure loose gear * Turn on marine radio Checking bilge water levels * Navigation lights * Raising radio aerials Evidence guide Critical aspects of evidence: The regular maintenance and service requirements for a power vessel are identified. Pre-departure check procedures which ensure readiness for the planned activity are identified. The activity is planned and appropriate person to advice regarding trip details is identified. Interdependent assessment of units: Nil Underpinning knowledge: Weather information Vessel maintenance and service schedule requirements Capabilities of vessel Safety equipment required on board vessel Safety procedures Marine legislation, regulations and rules Area of activity Legislative requirements regarding the use of safety equipment
Promotion Describe how the course/s will be advertised. Proof of identity Briefly describe how proof of identity will be established and recorded. Continuous improvement Insert a brief outline of how and how frequently feedback will be collected from participants and how this feedback will be used to improve the quality of training and assessment. MSV trainer performance checklist Insert a brief description of how the MSV trainer performance checklist will be administered with: new staff ongoing staff Has a lesson plan been developed? Yes – please attach No ATP management endorsement Name: Title: Signature: Date: Review: How and when will this strategy be reviewed?
Agenda MEETING OF THE BSO BOARD A meeting of the BSO Board will take place on Thursday 23 March 2017 at 10.00 am in Boardroom, BSO HQ, 2 Franklin Street, Belfast. 1. Chair’s Welcome and Opening Remarks and Apologies Apologies – Miss E P Gordon, Mr J Stewart 2. Declaration of Conflicts of Interest 3. Minutes (i) Minutes of Meeting held on 23 February 2017 – Marked A For Approval 4. Matters Arising from Minutes Action Sheet – Paper BSO 17/2017 refers Schedule of Board Meetings to be held Off-Site 2017/18 – Paper BSO 18/2017 refers For Noting For Noting 5. Chairs Business Non-Executive Board Members – Committee Membership – Paper BSO 19/2017 refers – Chair to Report For Noting 6. Chief Executive’s Report 7. 8. Finance Report (i) Finance Report – Month 11 – Paper BSO 20/2017 refers – Director of Finance (DoF) to Report BSO Customer Survey 2016 Results - Paper BSO 21/2017 refers – Director of Customer Care and Performance (CCP) to Report Review of Management Tool – Paper BSO 22/2017 refers – Director of CCP to Report For Noting For Noting 9. Corporate Balanced Scorecard – BSO 23/2017 refers – Director of CCP to Report For Noting 10. BSO Corporate Risk and Assurance Report 2016/17 – Paper BSO 24/2017 refers – Director of CCP to Report For Noting 11. Business Services Transformation Programme (BSTP) - Shared
The kayaks were supplied on a trailer on a bare boat basis, that is, they were supplied without any personnel. The safe use of the kayaks was seen as the responsibility of the staff of Brauer College. Items supplied by the company were: nine sit on top two person kayaks. This style of kayak provides: a sealed hull that provides integral buoyancy an increased air draft and thus windage compared to traditional sea kayaks footholds which cater for a range of person sizes short waterline length which provides for a less efficient hull compared to longer vessels of similar displacement. 18 double bladed paddles 18 personal flotation devices type 2 or 3 18 helmets. The hiring of unpowered vessels is subject to the Marine Safety Domestic Commercial Law Act 2012 (Cwth) Alt text Figure 2 Bottom of kayak, keel provides increased directional stability and helps reduce leeway or drift under the influence of wind Alt text Figure 3 Sit on top kayak supplied to Brauer College. Note capacity for two persons. Sit on top style of kayak is of a sealed hull configuration that provides integral buoyancy without the need for additional buoyancy. Alt text Figure 4 Double bladed paddle Alt text Figure 5 Helmet Alt text Figure 6 - Personal flotation devices The equipment was reported by T1 to be in good condition with the exception of one of the kayaks that had a bung missing and subsequently was not used. The kayaks were supplied on a trailer at the Anglesea Surf Life Saving Club on the evening of Monday 2 May 2016. The arrangements were for Brauer College to have use of the equipment for 24 hours and that it would be picked up on Tuesday afternoon.
For example a paddler travelling at a given speed in a 10 knot wind will need to paddle against a force against him which has increased by four times to maintain the speed if the wind increased to 20 knots. It is the wind pressure which must be overcome by a paddler to make headway when paddling into the wind. Shelter provided by the cliffs and dunes at Anglesea beach The predominant wind was from the NNW. The following figure indicates the way in which the cliffs near the surf life saving club buildings and the dunes at Anglesea beach provide an area of relatively sheltered waters under a NNW wind. It also indicates the lack of protection provided by the land at the mouth of the Anglesea River. The sea kayaking activity was carried out close to the surf life saving club at the western end of the beach. Sea state at Anglesea beach on 3 May 2016 The predominant wind was from the NNW which created an offshore wind. When sighted from the shore the sea looked deceptively calm. This is illustrated by the following image taken by a Brauer College student about 0615 on the 3 May 2016 at or close to the Anglesea Surf Life Saving Club. Alt text Figure 9 - Photograph taken by Brauer College student 3 May 2016 looking east (Brauer College) Tide at Lorne on 3 May 2016 The tide height at Lorne at 0900 was 1.58 metres on the ebb two hours after high tide which was at 1.95 metres. Predominant wind was from the NNW, that is, offshore. Findings
Rank Mentorship Focus Biological Oceanography/Fisheries Science Chemical Oceanography Geological Oceanography Physical Oceanography Wetlands Ecology/Environmental Science Coastal Law, Marine Resource Management, Advisory Services VIMS Mentorship Essay Students must respond to the prompt below as the essay component for the application. The essay should be words (approximately two pages of double-spaced 12-point type, with a 1” margin on each side). Include your name in the upper right-hand corner of each page of the essay. Number the pages 4a and 4b and place them in the final academic application after this page. You should review the rubric below and consider each of the areas carefully as you proofread and edit your essay. You may seek advice from appropriate teachers as you draft and revise your essay. This is a graded element worth 24 points. Composition 0 – 1 2 3 4 Central Idea/Position Missing Unclear Weak Strong Evidence/Details Unclear Minimal Adequate Precise/Relevant Organization/Unity Lacking Random/Many digressions Lapses/ Some digressions Logical/Unified Counter Claims Absent Weak Attempted Effective Word Choice Lacking Limited Some Specificity Highly Specific MECHANICS 0 1 2 Sentence Structure Weak Some variety Varied Usage Incorrect Some incorrect Consistently correct Mechanics Incorrect Some incorrect Consistently correct VIMS Mentorship Essay Topic Research activities at the VIMS involve various fields in Marine Science and extend from fresh water to salt water. Using the list of mentorship focus areas listed above, identify one specific environmental issue within one of these areas that you might research while participating in your mentorship. Discuss the relevance of this issue and the consequences that the world might experience if this issue were not studied. Describe relevant research and experience you have had that would assist you in the study of the issue. Your essay should verify that you have completed research consistent with the Virginia Junior Academy of Science or the International Science and Engineering Fair methodologies. This essay will be instrumental in matching your interests, research, and experiences with marine science mentors.
Recreational activities on beaches have the potential to impact on turtle nesting success Marine turtles in Australia are listed threatened species and are vulnerable to many threatening processes including Ghostnets, entanglement in fishing gear, marine debris, habitat loss, boat strike and feral animal predation. Non-invasive turtle viewing requires an understanding of the nesting process and appropriate behaviour around turtles and their habitat. Untrained and self-guided viewing often disturbs the nesting process, affecting the female turtle's valuable energy reserves and potentially, her reproductive success. These community guidelines suggest appropriate behaviour for commercial and non-commercial beach-users, to engage with marine turtles in a safe, enjoyable and sustainable manner. A female marine turtle comes ashore to nest On the beach Avoid driving on known turtle nesting beaches. If necessary, drive with care below the high tide mark or at least 20 metres from the base of the dunes away from where nests are most likely to be found. Restrict light spill from vehicle headlights by shielding the upper and lower part of the beam, producing a slit in the middle of the headlights. Do not light campfires on turtle nesting beaches. Remove rubbish. Walk at a safe distance (more than 10m) from the water’s edge given the presence of saltwater crocodiles and to allow nesting turtles to emerge from the water. On the water Do not disturb or interfere with mating turtles. Observe them from a distance and do not impede their movement or block their escape. Lighting on vessels may disturb nesting turtles and attract turtle hatchlings. Lights on vessels may also attract crocodiles, so keep lighting to a practical, safe level. Nesting turtles Use red lights or low-level lights directed at the ground within groups to prevent trips, falls and stumbling on coral and debris. Tour guides should direct torch-shine during tours, and within groups, should provide only enough torches for safety. Do not use white lighting from when a turtle is located until it has started laying. While waiting for turtles to emerge from the water wait in a group at the base of the dunes. Tour guides are to act as forward scouts to look for turtles, and position groups of people at least 20m to the side of the turtles’ likely route up the beach.
Petrochem Recovery Services 757-627-8791 R. Salvage: AGENCY / EQUIPMENT PHONE # Bisso Marine Company, Inc. 757-498-3682 Crofton Diving 757-397-1131 Don Jon Marine Company, Inc. () 908-964-8812 Enpro Services, Inc. () 978-465-1595 Navy SUPSALV 703-695-0231 (24hrs) Titan Marine () 954-545-4143 Weeks Marine, Inc. () 757-483-3756 S. Ship Owners / Agents: AGENCY / EQUIPMENT PHONE # Ander Williams Ship 757-446-7300 Argent Marine 757-867-9480 Atlantic Container 757-518-8561 Blue Star 757-625-1192 Browning W.J. 757-622-3321 Capes Shipping 757-625-3658 Coal Export 757-627-5454 Conner, John 757-627-3910 Consol 757-627-6261 Container Care 757-487-5100 Contship 757-486-1808 D.G. Agency 757-623-5900 Eimskip 757-627-4444 Evergreen 757-629-2900
202-267-2100 (24hrs) USCGC ALBACORE 757-484-8192 USCGC AQUIDNECK same USCGC CHOCK same USCGC PT ARENA same USCGC PT BONITA same USCGC PT same USCGC CHOKEBERRY same USCGC FRANK DREW same X. VHF Channels: CHANNEL FREQUENCY SHIP (Mc/S) COAST POINTS OF COMMUNICATION AUTHORIZED COMMUNICATION 6 156.3 Intership/only Safety 7A 156.35 156.35 Intership & Ship to Coast Business & Operational 8 156.4 Intership/only Business & Operational 9 156.45 156.45 Intership & Ship to Coast Business & Operational 10 156.5 156.5 Intership & Ship to Coast Business & Operational 11 156.55 156.55 Intership & Ship to Coast Business & Operational 12 156.6 156.6 Intership & Ship to Coast Port Operations 13 156.65 156.65 Intership & Ship to Coast Business & Operational Primary 14 156.7 156.7 Intership & Ship to Coast Port Operations Primary Waterside Frequency 16 156.8 156.8 Intership & Ship to Coast Safety/Calling International Distress 18A 156.9 156.9 Intership & Ship to Coast Business & Operational 19A 156.95 156.95 Intership & Ship to Coast Business & Operational 20 157.0 161.60 Ship to Coast Port Operations 21 157.05 Interharbor Secondary Waterside Frequency 22 157.01 157.1 USCG to Public Government/ Public liaison 24 157.2 161.8 Ship to Coast Public Correspondence 25 157.25 161.85 Ship to Coast Public Correspondence
A FOREWORD FROM THE DIRECTOR OF CHILDREN’S SERVICES Session 2018-19 This handbook contains a range of information about your child’s school which will be of interest to you and your child. It offers an insight into the life and ethos of the school and also offers advice and assistance which you may find helpful in supporting and getting involved in your child’s education. Falkirk Council is keen to work with parents, not only to allow you a greater opportunity to contribute to your child’s education, but also to encourage you to play a greater role in the life of the school as a whole. We offer a number of opportunities when you will be able to make your voice heard in relation to your own child’s education, your local school, and Children’s Services as a whole. Throughout each school year there will be opportunities for you to discuss your child’s progress with his/her teacher. There will also be Council-wide events for parents organised by Children’s Services. These events are spread across the school year and each focuses on a particular theme. The events are open to all parents and they are also attended, wherever possible, by the Education Portfolio Holder as well as members of the Service’s Management Team. Each session offers parents an opportunity to ask questions about aspects of their child’s education. Dates for these events will be issued by your child’s school and we hope you will be able to come along and hear about, and contribute to, our plans for Education in Falkirk. We are pleased to introduce this handbook for session 2018/19 and trust it will provide you with all the relevant information you may need concerning your child’s school. If you have any queries regarding the contents of the handbook please contact the Head Teacher of your child’s school in the first instance who will be happy to offer any clarification required. Robert Naylor Directors of Children’s Services Falkirk Council Footnote: If you want a printed copy of this handbook, please ask the school. It may be possible to offer some assistance in helping to translate all or part of this handbook to parents whose first language is not English. Enquiries should be directed in to the Acting Communications Officer for Children’s Services (tel: 01324 506657).
THE STAFF LEADERSHIP TEAM Head Teacher: David McKellar Depute Head: Gillian Macadam Depute Head: Paul Stones CLERICAL SUPPORT Margaret Barrie Elaine Menzies SUPPORT FOR LEARNING ASSISTANTS Shari Anderson Kate Kowal Linda McGrory Maggie Castle VISITING SPECIALISTS Pat Fagan TEACHING STAFF Linda McGill Sharon Hutchinson Tina Fraser Rosa Baron Craig Hutchinson Tom Holt Aileen McLaughlin Ruth Whyte Lynsey Ritchie FAMILY SUPPORT WORKERS Gail Millar Joyce Bisio COMMUNITY LEARNING AND DEVELOPMENT Frances Austin INCLUSION WORKERS John Ross Leigh Sneddon Enoch Milton
Remove, inspect and repair carburetors. Check and adjust carburetor linkages and choke systems. Maintain, inspect and repair EFI Throttle Body fuel systems. Maintain, inspect and repair Multi-Port fuel injection systems. Describe and apply marine diesel engine technology. Describe principles of operation. Describe and identify turbocharger, intercooler and supercharger. Explain two stroke and four stroke diesel engines. Describe and identify internal engine components. Perform compression test. Inspect and service valve train. Explain, identify and trouble shoot fuel systems. Change fuel filters and bleed fuel system. Identify and explain lubrication system. Diagnose, service and repair electrical system. Identify and explain electrical system. Check cold start system. Fundamentals of ARC, MIG and TIG Welding Describe and demonstrate welding and cutting fabrication. Explain ARC welding and its function. Demonstrate various ARC welding techniques in multiple positions using various welding rods. Explain MIG (Metal Inert Gas) welding and its function. Demonstrate various MIG welding techniques in multiple positions. Explain TIG (Tungsten Inert Gas) welding and its function. Demonstrate various TIG welding techniques in various positions using A/C and D/C electricity. Explain and demonstrate the use of a plasma cutter. Explain oxygen/acetylene torches and their functions. Demonstrate lighting, heating and cutting operation according to current industry and OSHA standards. Fundamentals of Boatbuilding and Repair Describe and demonstrate fiberglass maintenance, repair and boatbuilding. Identify, describe and demonstrate the use of fiberglass materials, chemicals and tools. Identify the characteristics and demonstrate the uses of: polyester, vinalester and epoxy resins, solvents, additives and release agents. Compare and contrast characteristics of fiberglass boatbuilding methods. Explain and perform gel coat applications, maintenance and repair procedures. Explain and perform laminating procedures. Explain and perform secondary repairs of cured fiberglass laminates. Describe plug and mold construction and maintenance.
Strand 3: Embedded Academics Strand 3: Embedded Academics, a critical piece of a Vocational Technical Education Framework, are presented as Crosswalks between the Massachusetts Vocational Technical Education Frameworks and the Massachusetts Curriculum Frameworks. These Crosswalks are located in the Appendix of this Framework. Academic Crosswalks Appendix A: English Language Arts Appendix C: Science and Technology/Engineering Earth and Space Science Life Science (Biology) Physical Science (Chemistry and Physics) Technology/Engineering
Trends for High Concern Marine Beaches Analysis of High Concern beaches from 2000 to 2015 suggested that higher mean beach closure events corresponded with higher total precipitation through 2009 (Figure 3). Beach closures spiked in wet seasons (2003, 2006, 2009). After 2009, this trend of a high number of beach closures corresponding to wet years was not apparent. Figure 3. High Concern beaches: Mean and range of beach closure events in Narragansett Bay from 2000 to 2015. Shown with total seasonal precipitation (inches) from Memorial Day to Labor Day. Wet and dry seasons are indicated. Note: Before 2002, fewer beaches were monitored. Regional analysis of mean closure events indicated that High Concern beaches in all regions of the Bay followed the pattern described above (Figure 4). Mean closure events in 2009 were among the highest in all regions, ranging between 4.4 and 5.5. In contrast, mean closure events for High Concern marine beaches in each estuary region during the wettest season on record (2013) were less than half, compared to 2009, with a range between 0.5 and 2.4. Across estuary regions, High Concern marine beaches in the Upper Estuary exhibited the highest annual mean closure events in the majority of years on record (including highest mean in 2015), and this pattern does not appear to be triggered only by rainfall. Figure 4. High Concern beaches: Mean closure events between 2000 to 2015 in Narragansett Bay for each estuary region shown with total seasonal precipitation (inches). Note: Before 2002, fewer beaches were monitored. Trends for Low Concern Marine Beaches Among Low Concern beaches, precipitation and mean closure events appeared to be linked in most years on record (Figure 5). The magnitude of mean closure events was much lower compared to High Concern beaches, and the maximum Low Concern mean closure events observed in this record never exceeded 1 closure event per beach per year. It should be noted that mean closure events were calculated using a demonimator of 27 Low Concern beaches classified using 2015 Tier assignments (and separated by estuary region when applicable). While the denominator in this analysis was constant, in reality, it is possible that this total changed from one year to the next if beaches were tiers. Nevertheless, the determinants of frequency of monitoring per year are largely qualitative, and so the number of beaches sampled each year can be assumed to be constant (1) and the patterns observed are thus within reason.
Prayers arranged by Sunday School 12 SIDESMEN FOR 10AM SERVICES Sunday 5th March Tim and Verity French 12th March Rita Ibbotson 19th March Debbie Keeler 26th March Hilary Lambert Lambeth 2nd April Amanda Johnson A list of the main services will be displayed at the back of the church. Please volunteer to be sidesmen by signing up on the list. ST LUKE'S ROTA FOR MARCH Cleaning Brasses Flowers Ready for Sunday: 5th March Louise Biddle Penny Beare LENT Liz North 12th March Helen Barnes Ginny Lloyd LENT 19th March Helen Barnes Ginny Lloyd LENT 26th March Ali Pounds Claire and Robert LENT Hunt 2nd April Ali Pounds Claire and Robert LENT Hunt ST MARY'S FLOWER ROTA FOR MARCH Ready for Sunday: 5th March LENT 12th March LENT 19th March LENT 26th March LENT 2nd April LENT ST MARY'S POLISHING ROTA FOR MARCH Ready for Sunday: 5th March Hilary Lambert Lambeth and Karah Templeton Brasses 12th March Debbie Keeler Polishing 19th March Barbara Hale Polishing 26th March Sally Carroll and Christine Bell Brasses 2nd April June Glover Polishing
Two matching sofas – good condition. Colour soft terracotta. 6’ long x 3’ deep. No charge but a donation to The Causeway Village Hall Fund. Buyer collects. Tel: 01892 871181 or 07875 262170 Would anyone be interested in a set of Children’s Encyclopaedia Britannica (12 books) in very good condition? Not quite free – just a small contribution for St Mary’s. Tel: 01892 870212 DATES FOR YOUR DIARY Saturday 1st April St Mary’s Spring Clean see page 7 Chiddingstone Sports Association Annual Quiz see page 18 Sunday 2nd April Chiddingstone Castle reopens see page 16 Saturday 8th to Sunday 23rd April ‘Women Painting Women’ Exhibition see page 22 Monday 10th to Thursday 13th April Stonewall Park Junior Cricket course see page 22 Good Friday 14th April The Chiddingstone Real Football Match see page 11 Wednesday 19th April Chiddingstone Village Hall AGM see page 21 Thursday 20th April Cricket coaching begins every Thursday for 12 weeks see page 22 Saturday 22nd April Point to Point 23 Sunday 30th April, Monday 1st May and Tuesday 2nd May Chiddingstone Castle Literary Festival 2017 see page 16 Saturday 20th May Barn Dance at Bore Place Wednesday 24th May Annual Parish Meeting see page 14 Friday 26th May ‘Sing for Haiti’ at St Luke’s Sunday 28th May Stonewall Park Annual 15 over Tournament see page 22 Saturday 3rd June OFFICIAL OPENING OF THE CAUSEWAY HALL see page 14 Saturday 24th June Bough Beech Village Party Sunday 25th June Vintage Fair at Chiddingstone Castle Sunday 9th July St Luke’s Fete Monday 24th to Thursday 27th July
Now that we’ve established the why. Let’s move on to the how and what. In our , we teach a particular framework to help our students be productive during Ramadan. We explain that there are three types of productivity: Spiritual Productivity: This is productivity that stems from practicing our deen and being close to Allah (Subhanahu Wa Ta’ala). It’s about achieving Barakah in our lives and seeing Divine Goodness being attached to our time, wealth, health, family, children, work, and everything we have or do thus enabling us to be more productive. Physical Productivity: This is productivity that comes from managing our minds and bodies and the physical aspects of our being. It’s about practicing certain tips and techniques and using our willpower and self-control to make the right choices for our mind and body in order to stay productive. Social Productivity: This is productivity that derives from other people around us. It’s the productivity that comes from being part of a family, neighbourhood, community, Ummah and Humanity at large. It’s a selfless productivity that is often neglected but direly needed in today’s world. What I’ll share with you below is some content that we used to have on our Productive Ramadan online course. However, we’ve updated the content and added more richness to it in the new course released this year. (If you’re interested, ). Having said that, the videos and information below should give you an abridged understanding of what we mean by productivity in Ramadan and how you can tap into it. Let’s explore each of the three productivity spheres described above individually. Spiritual Productivity Under the concept of Spiritual Productivity, the key concept to understand is the concept of “Barakah”. How Barakah is linked to Productivity. Moreover, what’s also key to understand is how Ramadan being the month of Barakah is also the month of Productivity. The video below explains this in detail: Ramadan the Month of Barakah
The Commissioner for Equal Opportunity provides information about the Act, investigates and conciliates complaints, conducts community education and training and develops programs to promote equal opportunity. Where does the protection apply? Under the Act it is unlawful to discriminate against a person because of their marital status, in certain areas of public life, including: Employment – in some instances Education Access to places and vehicles Provision of goods, services and facilities Accommodation Clubs Disposal of land or estate Application forms Advertisements Sport – in some instances Insurance – in some instances Responsibilities Organisations must ensure they provide a working environment and services that are free from marital status discrimination and they must take all reasonable steps to prevent it from happening or they may be held responsible for their employees’ actions. A person causing, instructing, inducing, helping or permitting another person to do something unlawful is the same as doing it, for the purpose of the Act. Making a complaint A person who believes they have been discriminated against because of their marital status can lodge a complaint with the Commissioner. The onus of proof lies with the person making the complaint. The incident or incidents you are including in your complaint must have occurred within the 12 months previous to the date you lodge your Complaint Form. In some circumstances the Commissioner may rule there is good reason, or good cause, to include incidents that occurred more than 12 months before the Complaint Form is lodged. How to contact the Commission: By telephone General enquiries: Training courses: Facsimile: County callers: TTY: 9216 3900 9216 3927 9216 3960 1800 198 149 9216 3936 By email By visiting our website By visiting our office Level 2 Westralia Square 141 St Georges Terrace Perth WA 6000 By post PO Box 7370 Cloisters Square Perth WA 6850
2018 MARITIME TEACHERS’ CONVENTION THURSDAY 9:00 - 10:00 REGISTRATION, REFRESHMENTS AND VISIT EXHIBITORS 10:00 - 11:15 Auditorium: Opening Assembly Worship Team from Monroe Academy, NS: Mary-Jayne Jones and James Murphy Haiti Offering Keynote Address: Dr. D. Bruce Lockerbie, Advancing with Fidelity: Extending the Blessings 11:15- 11:35 VISIT EXHIBITS AND REFRESHMENTS IN FOYER Auditorium Room 222 (35) Room 231 (50) Room 242 (20) Room 244 (15) Room 245 (12) Room 254 (25) The 7 Current Trends of the iGeneration, Paul Robertson Creating a Christian School ESL Program of Excellence, Dr. Susanne Huizing and Jason Biech 21st Century Instruction: Understanding & Implementing Best Practices Part 1 Dr. Ellen Black Atheist and Christian “Debate,” Peter Kupisz Fostering A Sense of Wonderment: Implementing a 21st Century Elementary Science Program, Natalie MacNeill Cultivating Communication: Facilitating Relationships Within Your Classroom, Jolene Dykstra Clarifying National Identity through Literature and Context, Craig Allin LUNCH and VISIT EXHIBITS Principals’ Luncheon @ MCA with Mark Kennedy (Conference Room 221) Speakers’ Luncheon in the Lower Auditorium beside the Kitchen 1:50- 2:50 Cyberspace’s Role in the New Mental Health Crisis, Paul Robertson The State of Christian Schooling: From 1996 and Beyond Part 1, Dr. D. Bruce Lockerbie 21st Century Instruction: Understanding & Implementing Best Practices Part 2 Dr. Ellen Black Evil and the Existence of God Peter Kupisz Ordering Your Life (Classroom) Around the Divine, Stephen Fenton Effects of Tracking Progress on Motivation, Jolene Dykstra The Direct Instruction Model of Teaching, Dr Sheryl Vasso 2:50- 3:05 VISIT EXHIBITS AND REFRESHMENTS IN FOYER 3:05- 4:05 How to Nurture Children’s Brain Development, Paul Robertson The State of Christian Schooling: From 1996 and Beyond Part 2, Dr. D. Bruce Lockerbie Seesaw App for ELL Differentiation, Dr. Susanne Huizing and Jordan Ellis Moral Arguments for the Existence of God, Peter Kupisz Fostering A Sense of Investigation: The Art of Inquiry Based Learning Across Elementary Curriculum, Natalie MacNeill From Us To You: Teachers From the Eyes of Students, Mary-Jayne Jones & James Murphy The Concept Attainment Model of Teaching, Dr Sheryl Vasso Have a great evening and see you tomorrow!
Information to be completed by SCZone Original Power of Attorney / Delegation Letter has been viewed and signing has been in my presence Name / Signature / Attachments Checklist Founders: Full Names and Nationalities Expected projects’ Feasibility Study (upon availability) Project’s Phasing Environmental Impact Study (upon availability): In case of absence, a declaration is to be submitted declaring the companies’ commitment to provide it at a later stage. Study must be abiding by International and Domestic Environmental Laws and Conventions. Ministry of Environment – Link to the Egyptian Laws: A Copy of the Commercial Registration (upon availability) List of previous experiences List of all Bunker Barges and their details. For each Bunker Barge(s): Copy of Valid Navigation License Valid Statutory Certificate Copy of Hoses Pressure Test Certificate Standard operating procedures for conducting Bunkering. Qualifications & Experience of the Bunker Barge Masters Insurance Policy covering the activity. In the case of alliances, the following must be submitted: A form of a partnership agreement between the members of the Alliance facility by a declaration. Alliance Members and Nationalities, characteristics and the proportion of each within the coalition. Purpose of Alliance Contact Person: Appointed Alliance Member Represented to communicate with SCZone. The agent appointed by the company must have a power of attorney certified by the component authority in the Arab Republic of Egypt. Provision of all required documents for each individual company. Note: it will not be received any requests not yet met all the required documents.
Shipowners must grant shore leave to benefit seafarers’ health and well-being, where compatible with their operational duties MSN 1849 Maritime Labour Convention, 2006: On-Board Complaints Procedure Every ship to which the regulation applies must have an on-board complaints procedure which must: Seek to resolve the complaint at the lowest level possible Enable a seafarer to complain directly to the master and appropriate external authorities such as the MCA Include the right of the seafarer to be accompanied or represented when making a Complaint Ensure that the seafarer does not suffer any detriment for making a complaint