zilongwang/ReadingBank huggingface dataset:
Name _____________________________________ Date _________________ Activity 1: Masterful Reading of Lines 34-43 Focus on how Browning develops the Duke’s character. Jot your ideas about the Duke below. Activity 2: Independent Work with Lines 34–43 Reread lines 34–43 of “My Last Duchess,” from “Who’d stoop to blame / This sort of trifling?” to “E’en then there would be some stooping, and I choose / Never to stoop.” Annotate the text and answer the following questions. Consider the definition of trifling. To what “trifling” (line 35) is the Duke referring? How does the Duke describe his response to the Duchess’s “trifling” (lines 34–35)? What does it mean to stoop? What does the word mean in this context? What does the word “stoop” suggest about how the Duke views the Duchess?
-The vehicle’s wheels should always be turned__________________ from the curb to prevent rolling downhill and into traffic. Angle Parking… -Used commonly in shopping centers, parking lots and curbs Parallel Parking… -Most common on city streets -Must be within ___________________ of curb -Practice with cones _______ feet apart Guided Notes Day 4 Safe Driving Rules and Regulations Speed Limits Activity: Get in your groups and write down the correct match for each speed limit. Select one member to come up to the board and write your group’s list. Non-Posted rural roadways Suburban business and residential districts Certain interstate highways (as posted) School zones, business or residential districts Interstate highways and certain state highways (as posted) Speed Limits
Red Rocks Community College Water Quality Management Technology Bachelors of Applied Science Guided Pathway: Associates of Applied Science Students can use their previously earned AAS in Water Quality Management Technology and apply those credits towards a BAS in Water Quality. The Lower Division WQM courses have been completed, along with some general education credits. This is their guided pathway. Junior Year Course Offered Prerequisites Credits Grade/Sub Course WQM 312: Intro Safe Drinking Water Act OR WQM 311: Intro Environmental Water Acts F 2 WQM 421: Environmental Sampling and Containment F WQM 119 3 MAT 121: College Algebra F, S, M MAT 055 (grade C or higher) or appropriate placement scores 4 Arts, Humanities Elective (From GT-AH1, GT-AH2, GT-AH3, GT-AH4 Lists Only) OR Social, Behavioral Science Elective (From GT-SS1, GT-SS2, GT-SS3 Lists Only) F, S, M 3 ENG 122: English Composition II F, S, M ENG 121 3 WQM 460: Source Water Management S 3 WQM 455: Interrelationships Between Humans and Water Ecosystems S 3 WQM 345: Principles of Hydrology S MAT 121 3 COM 115: Public Speaking F, S, M 3 Senior Year Course Offered Prerequisites Credits Grade/Sub Course WQM 427: Managing Water Projects F 3 WQM 327: Water Industry Management F 3 WQM 428: Water Data Management and Analysis S MAT 121 3 CHE 112: General Chemistry II OR BIO 105: Science of Biology F, S, M CHE 111 OR MAT 050 and ENG 090 or equivalent placement scores 4 Arts, Humanities Elective (From GT-AH1, GT-AH2, GT-AH3, GT-AH4 Lists Only) OR Social, Behavioral Science Elective (From GT-SS1, GT-SS2, GT-SS3 Lists Only) F, S, M 3
Junior Year Course Offered Prerequisites Credits Grade/Sub Course WQM 312: Intro Safe Drinking Water Act OR WQM 311: Intro Environmental Water Acts F 2 WQM 421: Environmental Sampling and Containment F WQM 119 3 CHE 112: General Chemistry II OR BIO 105: Science of Biology F, S, M CHE 111 OR MAT 050 and ENG 090 or equivalent placement scores 4 Arts, Humanities Elective (From GT-AH1, GT-AH2, GT-AH3, GT-AH4 Lists Only) F, S, M 3 General Education Elective F, S, M 3 WQM 460: Source Water Management S 3 WQM 455: Interrelationships Between Humans and Water Ecosystems S 3 WQM 345: Principles of Hydrology S MAT 121 3 Social, Behavioral Science Elective (From GT-SS1, GT-SS2, GT-SS3 Lists Only) F, S, M 3 General Education Elective F, S, M 3 Senior Year Course Offered Prerequisites Credits Grade/Sub Course WQM 427: Managing Water Projects F 3 WQM 327: Water Industry Management F 3 WQM 428: Water Data Management and Analysis S MAT 121 3 WQM 465: Water Toxicity Impacts on the Environment and Human Health S CHE 111 AND BIO 105 or CHE 112 4 WQM 489: Senior Internship OR WQM 480: Senior Capstone F, S, M Senior Status or 90 credits toward BAS degree completed 3 General Education Elective F, S, M 3 General Education Elective F, S, M 3 General Education Elective F, S, M 3 General Education Elective F, S, M 3 General Education Elective F, S, M 3
GUIDED PRACTICE WORKSHEET Is Image 1 (ABCD) similar to Image 2 (EFGH)? What are the coordinates of the vertices? Image 1 Image 2 A ( 2 , 2 ) E ( 6 , 6 ) B ( , ) F ( , ) C ( , ) G ( , ) D ( , ) H ( , ) What is the scale factor? ______ What are the side lengths? Image 1 Image 2 = ___3___ = ______ = ______ = ______ What is the scale factor? ______ Write an expression to show the dilation. How can you tell by the scale factor whether dilation of an object/figure will be larger or smaller than the original object? Construct a dilation of Image 1 with a scale factor of 2 and label it IJKL. Guided Practice Worksheet (p. 2)
Earth in Space Guided Reading and Study 1. astronomy 2. b 3. d 4. a 5. c 6. Earth’s rotation on its axis causes day and night. 7. day 8. Earth’s orbit around the sun takes about 365 ¼ days. Every 4 years that ¼ will add up to an extra day. 9. It is warmer near the equator because sunlight hits more directly. 10. Earth has seasons because its axis is tilted. 11. c, d 12. solstice 13. equinox 14. a. June 21 b. Northern Hemisphere c. September 22 d. Daytime equals nighttime e. Shortest daytime
11. a. Earth b. outer c. orbit d. moon e. Possible answer: Material from Earth was ejected into space after a collision with a large object, formed a ring that orbited Earth, and was shaped into the moon by gravity.
For incoming 1st graders – Please read at least 3 books from the list Guided Reading Level - D (Beginning 1st Grade) EASY READERS Brimner– How Many Ants? Buck– Sid and Sam Cobb– Wheels Graves– Crabby Gabby JGreene– Ice is...Whee! Hamsa– Dirty Larry Milios– Bears, Bears Everywhere J ER PINK Quinn– The Best Mud Pie Sakelaris– Giggle Belly Simon– Come! Sit! Speak! Taylor– Water Everywhere! Bonsall– Who’s Afraid of the Dark? Capucilli– Bath me for Biscuit* Hillert– A House for Li le Red Kowalczyk– Purple is Part of a Rainbow J ER ORANGE Maccarone– Sharing Time Troubles Mayer– Field Day* Meister– Tiny the Snow Dog J ER ORANGE Rau– The Secret Code Ziefert– April Fool! Ziefert– Sleepy Dog PICTURE BOOKS Sis– Fire Truck Browne– I Like Books Ehlert– Feathers for Lunch Cousins– I’m the Best Hubbell– Hurray for Spring! Rathmann– Good Night, Gorilla Roberts– The Best Pet Ever Seeger– Dog and Bear: Three to get Ready Things That Go Crews– School Bus Torrey- Almost Willems– Don’t Let the Pigeon Stay up Late! NON-FICTION Schue e– I am Friendly* Rustad– People in Fall* Stockland Blue*
Examples: "The Royal Society for the Protection of Birds" [Required] Precision Definition: The horizontal distance (in meters) from the given decimalLatitude and decimalLongitude describing the smallest circle containing the whole of the Location. If using grid references, this field should contain the precision of the grid reference (100 metres for a 6-figure grid ref etc). Examples: "30" (reasonable lower limit of a GPS reading under good conditions if the actual precision was not recorded at the time). gridReference [Required if decimalLatitude and decimalLongitude aren’t provided] GridReference Definition: Location of the record using the Ordnance Survey National Grid reference system Examples: NS417723 Additional Information: gridReference can be used in place of decimalLatitude and decimalLongitude [Required if gridReference isn’t provided] Must be used in conjunction with decimalLongitude Definition: The geographic latitude (in decimal degrees, using the spatial reference system given in geodeticDatum) of the geographic center of a Location. Positive values are north of the Equator, negative values are south of it. Legal values lie between -90 and 90, inclusive. Examples: "-41.0983423" Additional Information: decimalLatitude and decimalLongitude gridReference can be used in place of gridReference. For discussion see http://terms.tdwg.org/wiki/dwc:decimalLatitude [Required if gridReference isn’t provided] Must be used in conjunction with decimalLatitude Definition: The geographic longitude (in decimal degrees, using the spatial reference system given in geodeticDatum) of the geographic centre of a Location. Positive values are east of the Greenwich Meridian, negative values are west of it. Legal values lie between -180 and 180, inclusive. Examples: "-121.1761111" Additional Information: decimalLatitude and decimalLongitude gridReference can be used in place of gridReference. For discussion see
Click on “Career and Life Goals”. You may fill these in. SAVE. Click on “Career Cluster Interests”. Look at the front of this sheet and find the Kentucky Career Clusters you wrote. Enter them into this section if they do not appear already. SAVE. Click on “Secondary Goals”. Enter your 2 favorite Career Clusters then enter your 3 favorite Career Interests. SAVE. Click on “Career Planning Activities”. Click the down arrow under “Add a New Activity”. Enter “ILP Activity”. Enter today’s date. Add any additional activities such as college visits, job shadowing, etc.) SAVE. Teachers: You may assist the student with completing the Goals and Plans section. Some students’ ILP information from Learning Styles and Career Matchmaker will provide the information needed to complete this section. For some students additional career interest and aptitude assessments may be needed. See above sections for resources. Remember that the goals and plans developed on the student’s ILP will directly relate to the student’s IEP postsecondary goals. Step 9: Activities and Experiences Click on “Organizations and Activities”. Use this for school activities. Complete and SAVE. Click on “Hobbies and Interests”. Use this for activities outside of school. Complete and SAVE. Click on “Community Service”. Complete and SAVE. Click on “Work Experience”. Complete and SAVE. Teachers: You may assist the student with completing the Activities and Experiences section. Reminder: The results of this section provide information for the student’s IEP Present Levels statement for Transition. Step 10: Awards and Recognitions
Click on “ILP” at the top of the page to go to your homepage. Find “Quick Links” under your ILP box. Click on “Annual ILP Review”. Enter today’s date, your advisor’s name and any comments you have. SAVE. Your teacher may direct you to take the “Student Survey”. If you completed every section, your ILP should be 100% complete! If you had to use an alternative method in any of the sections, you will need to record the student as “Alternate Completion:” To identify a student as having Alternative ILP Completion, select "Alternative Completion" from the View/Action dropdown on the Student List. Please read through the About Alternative ILP Completion information and click OK to proceed. Select the Status checkbox and the Reason from the dropdown. Please record any relevant comments regarding the students' status in the Comments section. Once you have entered the details for the student click on the Save button. Sample Course Codes and Descriptions
Acetylcholine Located at neuromuscular junctions Involved in muscle action, learning, attention, memory and arousal Dopamine (monoamine) Parkinson’s Disease Schizophrenia Norepinephrine (monoamine) Adderall (agonist) Serotonin (monoamine) Depression Obsessive-Compulsive Disorder Eating Disorders GABA (amino acid) Glutamate (amino acid) The most common excitatory neurotransmitter Involved in learning, memory formation and the development of the nervous system Endorphins
Advisors and students are alerted when students are at risk of falling off their program plans and have policies and supports in place to intervene in ways that help students get back on track. Not following Not systematic Planning to scale Scaling in progress At scale Assistance is provided to students who are unlikely to be accepted into limited-access programs, such as nursing or culinary arts, to redirect them to another more viable path to credentials and a career. Not following Not systematic Planning to scale Scaling in progress At scale The college schedules courses to ensure students can take the courses they need when they need them, can plan their lives around school from one term to the next, and can complete their programs in as short a time as possible. Not following Not systematic Planning to scale Scaling in progress At scale Guided Pathways Essential Practices Scale of Adoption at Our College Steps Needed to Implement Practice at Scale ENSURING THAT STUDENTS ARE LEARNING Learning outcomes are clearly defined for each of the college’s programs (not just courses). Not following Not systematic Planning to scale Scaling in progress At scale Learning outcomes are aligned with the requirements for success in the further education and employment outcomes targeted by each program. Not following Not systematic Planning to scale Scaling in progress At scale
Faculty assess whether students are mastering learning outcomes and building skills across each program. Not following Not systematic Planning to scale Scaling in progress At scale Faculty use the results of learning outcomes assessments to improve the effectiveness of instruction in their programs. Not following Not systematic Planning to scale Scaling in progress At scale The college tracks mastery of learning outcomes by individual students, and that information is easily accessible to students and faculty. Not following Not systematic Planning to scale Scaling in progress At scale
Guided Pathways Essential Practices Scale of Adoption at Our College Progress to Date Implementing Practice Next Steps Toward Implementing Practice at Scale & Timeline MAPPING Every program is well designed to guide and prepare students to enter employment and further education in fields of importance to the college’s service area. Not occurring Not systematic Planning to scale Scaling in progress At scale Progress to date: Next steps: Timeline for implementing next steps: Detailed information is provided on the college’s website on the employment and further education opportunities targeted by each program. Not occurring Not systematic Planning to scale Scaling in progress At scale Progress to date: Next steps: Timeline for implementing next steps: Programs are clearly mapped out for students. Students know which courses they should take and in what sequence. Courses critical for success in each program and other key progress milestones are clearly identified. All this information is easily accessible on the college’s website. Not occurring Not systematic Planning to scale Scaling in progress At scale Progress to date: Next steps: Timeline for implementing next steps: Guided Pathways Essential Practices Scale of Adoption at Our College Progress to Date Implementing Practice Next Steps Toward Implementing Practice at Scale & Timeline HELPING STUDENTS ENTER A PATHWAY Every new student is helped to explore career/college options, choose a program of study, and develop a plan as soon as possible. Not occurring Not systematic Planning to scale Scaling in progress At scale Progress to date: Next steps: Timeline for implementing next steps:
record with third student during these couple of pages by having them too read quietly. Students finish the book silently. The fourth and final running record should be taken using this portion of the text. Once they have finished the book, they should identify, replace, and discuss the final vocabulary word (equally). Then, draw their attention to the timeline on pg 14-15. Is this a nonfiction component? How might we use this component? What information does it give us? Then, also draw students’ attention to the glossary at the end of the book again. Is this a component of nonfiction? How might we use this component in our reading After: While students are still on glossary page. Have them read out the vocabulary that is listed or them. They should read the word and the provided definition for the vocabulary word. Then, in closing discussion the students should explain the vocabulary in their own words, make connections to the story using the vocabulary, explain how it related to the story, and even ask for examples from the story in some cases. Step Five: Running Record Title: Rose Parks – Bus Ride to Freedom Level: Level J – DRA 18 RR: Will record on a Xeroxed copy of the text for each individual student as they are reading the text. Accuracy: _____ % WCPM: _______ Prosody: Missed Words: Overall Comments: Step Six: Writing in Response to Reading Instructional Activity: Pass out Character Map worksheets to students and have them complete the graphic organizer on Rose Parks. They should identify important events in her life, her accomplishments, what she was like based on what the story tells us, and how the student feels about the person. When students are finished, they should read over Comments:
– endometrium – cervix – vagina – clitoris C15.2 describe the functions of estrogen C15.3 describe the sequence of events in the ovarian cycle, with reference to the follicular phase, ovulation, and the luteal phase C15.4 describe the sequence of events in the uterine cycle, with reference to menstruation, the proliferative phase, and the secretory phase C15.5 describe the control of the ovarian and uterine cycles by hormones including gonadotropin-releasing hormone (GnRH), follicle-stimulating hormone (FSH), luteinizing hormone (LH), estrogen, and progesterone C15.6 describe the hormonal changes that occur as a result of implantation, including – production of human chorionic gonadotropin (HCG) to maintain the corpus luteum – increased production of progesterone by the corpus luteum C15.7 describe a positive feedback mechanism involving oxytocin Human Reproduction – The Male C14.1 identify and give functions for each of the following: – testes (seminiferous tubules and interstitial cells) – scrotum – epididymis – ductus (vas) deferens – prostate gland – Cowper’s glands – seminal vesicles – penis – urethra a) Label the above structures on the following diagram:
Montgomery Bus Boycott 2,450,000 Nuremburg Laws original text English 1,340,000 Houston Stewart Chamberlain 2,470,000 TASK 2: Knowing which websites to use Website Research Topic Topic Information Book/Article Information Google Books Google Scholar JSTOR (challenge) TASK 3: Using Wikipedia Research Topic Information Reference used on Google March on Washington 1963 Hep Hep Riots 1819
TELOPHASE 1 Nuclear envelope usually does NOT reform Chromosome # in 2 new cells is now __________ because… Cytokinesis may or may not occur MEIOSIS 2 Proceeds just like Mitosis Starts & ends with…
Excellence approaches founded on theories of learning and which engage students in changing how they see themselves Development of curriculum models and resources that are responsive to changing conditions of work in the study/field, and which reflect knowledge of issues in learning and teaching arising from these changes. Developmental approach that positions formative feedback as integral to the learning process and which is (not restricted to specific techniques). Whole of learning approach that positions students as learners inside and out of the classroom and supports students see themselves differently as a consequence of engagement with the learning process. Systematic evaluation of practice that is referenced to key issues in learning and teaching in the field or discipline which is disseminated to peers and contributes to change in the discipline or field. Developing towards excellence approaches reflecting the application of concepts about student learning and how to engage students in learning processes Development of curriculum models and resources that are adaptations of pre-existing models in discipline or field. Staged approach to the provision of formative assessment tasks over the course of study in a unit or course that utilizes techniques and strategies to achieve this. Active use of strategies and techniques that support students to engage with key ideas and issues in the course/unit of study. Dissemination of personal reflections on practice to peers within and outside the institution which include evidence of systematic evaluation of practice. Good practice Use of techniques and strategies that engage students in learning processes Development of basic resources: unit & course outlines, assessment rubrics, PowerPoint and use of institutional resources (WebCT and Moodle) to these to students. Use of standard techniques and strategies to obtain ‘instantaneous’ feedback from students about their experiences of learning and provision of quick feedback Use of standard methods for engaging students in the classroom: knowing names, the unit course profile, prior experience and study. Use of techniques that support reflection on practice and documentation of this in the form of a Teaching Portfolio or Journal that is available for public appraisal by peers.
Table 1: Key considerations for developing supplier engagement processes and systems (example) Considerations Details Examples of communication activities How will the market be informed of forward supply opportunities? What scope of information will the organisation provide? In what format will the information be provided? Where will the information be located? How can suppliers access the information? What will the information review/refresh period be? Does the organisation maintain supplier lists or procedures to allow suppliers to register in advance for opportunities of interest? How would a supplier find out about these? Publish procurement activity plan online Publish details of any supplier lists online How will the market be informed of actual supply opportunities? What processes does the organisation adopt in seeking quotes? How will the organisation inform the market of tender opportunities? How will organisations inform the market of the procedures and process related to a particular opportunity? How easy is it for SMEs and NFPs to get involved (Read the SME Access Guide)? Publish procurement process information online Support Business Victoria programs and activities What generic information services will be made available? Will the organisation establish a mailing list (hard/electronic)? How can suppliers register for the mailing list? Is the organisation chart available and where? What helpline service is available to manage queries? Publish your mailing lists online Publish or link to your organisation chart Where to go for other business support advice Link to Procurement Victoria website Link to Business Victoria website Link to Tenders VIC website Link to other relevant websites such as construction procurement websites Ensure suppliers are aware of procurement information by publishing these links on your website How will the relationship with suppliers be managed during the procurement process? How does the organisation manage bids (including unsolicited and innovative bids)/Intellectual Property/confidentiality/ evaluation/etc.? Under what conditions would the organisation implement project briefings for suppliers? How does a supplier become ‘prequalified’ for certain panel arrangements? How will the contract be monitored and managed? Publish relevant process information online How will the market be informed about management of complaints and debriefs? Where to find the complaint management process? What are the conditions for lodging a complaint? Why does the organisation consider debriefs valuable for it and the supplier? How will debriefs be managed? When will the brief take place in the process? Publish complaints management policy and debrief information online
Two Large Stones (pages 22-31) -Why were the stones sad? -How come they were happy in the end. What changed? The Crickets (pages 32-41) -Why was the mouse frustrated? -What happened when she talked to the cricket? -How did she finally get the crickets to leave? The Thorn Bush (pages 42-51) -At first, the policeman tried to pull the thorns out of the chair. Why? -Why was the woman really crying? (her thorn bush was sick) -What happened when they watered the thorn bush? Conclusion (pages 52-64) -How did the mouse finally get away? -What happened to the weasel? -The mouse tricked the bees. The mouse tricked the weasel. What do you think about this? Is it okay to trick someone? As each child is reading, take note of the strategies the child uses while reading. What do they do when they encounter a difficult word? This is an opportunity for direct teaching. Help children with strategies for word-building How fluid is their reading? This will help you develop future guided reading lessons and mini lessons. Take note of this on your assessment sheet/checklist. Differentiation: For a child who has particular difficulty reading, have them read a smaller section, or offer to read aloud with them (letting them lead, of course!); You could also have them listen to an audio tape while reading to assist them. For advanced students, ask enrichment questions or give them a more challenging writing task in the writing connection. After/Post-Assessment Tying it together: Ask students to talk with a partner: What was this book about? Who were the characters? What did you like about this story? Come together as a group. Discuss their answers. “What else have we learned about “soup” while reading this book? Do you think we could make our own soup? Finish the KWL chart. Make sure assessment sheets have been filled out! Writing connection: Ask students : Pretend you were going to tell a story to the weasel like the mouse did. What would your story be? What ingredient would you have him fetch? Let’s make a STORY SOUP! Give students an opportunity to
Know: What do you know about SOUP? Want: What do you want to know about SOUP? Learn: What did we learn about SOUP? You make it in a pot It is hot It is food It is a liquid How do you make soup? How many kinds of soup are there? Things you put in soup are called “ingredients” The book “Mouse Soup” is about a mouse that escapes a weasel by telling him to use “stories” as ingredients! How to make story soup!
4.2 Using the Flexible content module ➔To use the Flexible content module, go to the Flexible content block, at the very bottom of the page, under Add New Post, Add Media, Post Footer, Excerpt. ➔Click the Add block button and select the type of block you wish to use. Use the + or – buttons to add or delete new blocks. ➔Use the “drag and drop” function to change the order of your blocks once they have been created. Available Content Types WYSIWYG: Standard text block. SIMPLE IMAGE: Insert an image that will keep its original format. Select this option for images less than 1,024 pixels wide. FULL IMAGE WIDTH (100%): Insert an image that will appear full width. Select this option for images at least 1,024 pixels wide. 2 IMAGES GRID: Insert two images side by side. IMAGE / TEXT: Insert an image on the left and text on the right. TEXT / IMAGE: Insert text on the left and an image on the right.
Table: Shire of Bottlebrush – Option 5 – councillor to elector ratios for no wards and 12 and 11 offices of councillor District Number of Electors Twelve Member Council Eleven Member Council Number of Elector Ratio % Ratio Deviation Number of Councillors Elector Ratio % Ratio Deviation 3,438 12 1:287 0.00% 11 1:313 0.00% Table: Shire of Bottlebrush – Option 5 – councillor to elector ratios for no wards and 10 and 9 offices of councillor District Number of Electors Ten Member Council Nine Member Council Number of Councillors Elector Ratio % Ratio Deviation Number of Councillors Elector Ratio % Ratio Deviation 3,438 10 1:344 0.00% 9 1:382 0.00% This option results in balanced representation across the Shire. The 9 councillor option would provide the most financial savings and could lead to more effective and efficient decision making.
Which option is the best one? An example of an approach to determining which is the best one for the district involves rating each of the factors in each of the options and uses a simple ‘yes’ or ‘no’ assessment. Table: Matrix comparing all options Option Community of interest Physical and topographic features Demographic trends Economic factors Ratio C:E Option 1 – Current situation No No No No No Option 2 – Three Wards Yes Yes Yes Yes Yes Option 3 – Four Wards No Yes Yes No No Option 4 – Five Wards Not a viable option Not a viable option Not a viable option Not a viable option Not a viable option Option 5 – No Wards No No No No Yes The best option will be chosen from option 2 or 5 as they are the only options that provide balanced representation across the Shire.
Indicative Minimum Expenditure for Exploration Licences: Year One $10,000 plus $ 150 per block Year Two $10,000 plus $ 250 per block 3 Explanatory notes for expenditure reports The intention of expenditure reporting is to capture and monitor mineral exploration costs directly attributable to the acquisition of reportable geoscientific data. An applicant for an exploration licence must include the proposed expenditure for years’ one and two in the application. An existing title holder must submit an Expenditure Report showing expenditure for the completed reporting period and a nominated minimum expenditure amount for the upcoming reporting period. Any variation to a title’s proposed minimum expenditure must be approved by the department prior to the commencement of the operational year. The Expenditure Report is to be submitted using Approved Form 17. An Expenditure Report is required with an Annual Report or a Final Report. An Expenditure Report is not required with a Partial Relinquishment Report. A title ceased through surrender or expiry requires a Final Expenditure Report covering the period from the last Expenditure Report to the ceased date. A description of work undertaken is required for each admissible expenditure category quantifying the work done (eg number of stations, samples, drill holes etc.) and the total amount spent in each category. Details of requirements for submission of the form, including formats and lodgement details are provided in Guideline 7 - Reporting on Mineral Titles. 4 Admissible expenditure categories Following is a list of admissible expenditure categories for mineral title activities. Geological activities and prospecting Geochemical activities Geophysical and remote sensing activities Drilling Bulk sampling and earth works Rehabilitation Pre-feasibility including metallurgical and environmental Office studies Land access Overheads (a maximum of 15% of the total of all other admissible expenditures) Preliminary exploration Expenditure relating to data acquisition can only be claimed if the data is supplied to the department in the format advised in Guideline 7 - Guidelines for Reporting on Mineral Titles and the right to redistribute the data is clearly stated in the annual or Final Report. If an admissible expenditure category is not relevant to the reporting period activities, insert “not applicable” in the appropriate section of Approved Form 17. A description of accepted activities for each admissible expenditure category appears below.
13.0 This section specifies acceptable data formats for the different types of data. The table below provides a summary and further explanation is available under the appropriate headings following the table. Table 5. Summary of data formats and specifications Data Type Description Format Parameter Suffix Tabular data* Point locations, geochemistry, heavy mineral, diamond indicator and drilling data Tab Delimited ASCII Standard as described in Sections 13.1 and 14.0 .txt Report text Documents, figures etc. previously provided only in hardcopy Adobe Acrobat PDF See Section 13.2 .pdf Maps, plans, figures and photographs not embodied in report text Files of maps, plans, figures, core photographs, aerial photographs etc. Adobe Acrobat PDF GEOTIFF/TIFF (colour) JPEG GIF PNG See Section 13.2 Reproducible at 300 dpi, 24 bit Q>95, reproducible at 300 dpi 8 bit .pdf .tif .jpg .gif .png GIS data Data in GIS format MapInfo Tab ESRI Shape .tab .shp Video clips Fly-throughs etc MPEG Avi .mpg .avi 3D mine models and resource estimation 3D mine model data, resource/reserve models See Table 6 See Section 13.10 3D modelling 3D models As appropriate to fulfil requirements in Section 13.10 ASCII .dxf files See Section 13.10 .dxf .txt Geophysics (other than seismic) Raw and processed located data and gridded data. For example magnetics, radiometrics, EM, DTM and gravity data ASEG GDF2 ASEG GXF (grid exchange format) ER Mapper grid XML (including schema) .dfn .dat .des .gxf .grd, .ers .xml, .xsd Geophysical and other remotely sensed images Images derived from geophysical / remote sensing surveys, e.g. TMI, Bouguer, radiometrics, Landsat 5 or 7 GEOTIFF/TIFF (colour) TIFF (greyscale) Compressed ER Mapper Reproducible at 300 dpi, 24 bit Reproducible at 300 dpi, 8 bit Best quality (least loss) .tif .tif .ecw
EL99999_2002_A_14_QAQCGeochem.txt Surface sampling EL99999_2002_A_08_SurfaceGeochem.txt EL99999_2002_A_09_SurfaceLocations.txt EL99999_2002_A_14_QAQCGeochem.txt txt Other (specify) txt Drilling All drilling EL99999_2002_A_05_DrillCollars.txt EL99999_2002_A_06_Lithologs.txt EL99999_2002_A_10_DownholeSurveys.txt EL99999_2002_A_11_LithologyCodes.txt EL99999_2002_A_12_DrillingSummary.txt txt File Verification Listing (this file) EL99999_2002_A_13_FileListing.txt txt
Confirm all measurements pass the local test at the 95% confidence level (see Section 5.1) in the minimally constrained adjustment. When propagating datum and uncertainty from the NGRS or including a survey within the NGRS, undertake a fully constrained adjustment using appropriate constraints, and: Confirm the sigma-zero value obtained from the global test is within the upper and lower limits of the 95% confidence interval Using the local test, confirm the measurements still satisfy the expected measurement uncertainties at the 95% confidence level As required, evaluate the standard deviations, error ellipses, PU and RU at the 95% confidence level for all survey control marks. Example: GNSS and terrestrial control survey Figure 1 shows a small, high precision General Purpose Control Survey comprised of GNSS and terrestrial (horizontal angle, vertical angle, slope distance and differential levelling) measurements. The purpose of the survey is to establish four new marks from two NGRS marks – one survey control mark and one GNSS CORS site. The list of survey control marks and coordinates is shown in Table 1, and the full set of measurements is shown in Table 2 and Table 3. Note that this example is intended to demonstrate a rigorous adjustment and does not promote or infer optimal network design. Figure 1: Combined GNSS and terrestrial control survey All GNSS baseline measurements and uncertainties are based upon a two-hour observation period and have been extracted directly from baseline processing software. Each horizontal angle has been reduced from a set of three angle measurements. Table 1: Station information Station Latitude Longitude AHD Height Remarks 21 -35 58 47.9104 142 54 36.5764 103.70 New mark 22 -35 58 49.3103 142 54 48.7007 104.20 New mark 23 -35 58 51.1635 142 55 04.9083 104.10 NGRS mark 24 -35 58 59.3499 142 54 34.6041 103.60 New mark 25 -35 59 03.0961 142 55 02.7909 102.80 New mark 26 -35 59 07.6206 142 54 46.2107 112.897 NGRS GNSS CORS site Table 2: Terrestrial measurement information Measurement Mark 1 Mark 2 Mark 3 Value Std. dev. Inst. ht. Targ. ht.
Does the distributor have a process for checking that equipment supplied from a vendor(s) meets Rule 2-024 of the Electrical Safety Code? (clause 2.2.3 of Technical Guidelines – Equipment Approval section) - Confirm the process and review records to confirm the distributor uses its process for checking that equipment supplied from a vendor(s) meets Rule 2-024 of the Electrical Safety Code. (e.g. field evaluation labels and documents; certification agency labels; or on plans/drawings/specifications for installations) Does the distributor have a process for dealing with vendor - Confirm the process and review records to confirm the distributor uses it’s process for dealing with vendor (e.g. process for field evaluations; rejection of shipment; etc.) Electrical equipment approved using Process 1(b) (clause 2.7 of Technical Guidelines – Equipment Approval section) non- compliance.
Accident Insurance It is highly recommended that either the Sending Institution or the Receiving Organisation/Enterprise provide insurance coverage to the trainee, and fill in the information in Table B or C accordingly. The trainee must be covered at least by an accident insurance (damages caused to the trainee at the workplace) and by a liability insurance (damages caused by the trainee at the workplace). Receiving Organisation/Enterprise (Table C) The Receiving Organisation/Enterprise should provide appropriate support, including mentoring, supervision and equipment, to the trainee. The Receiving Organisation/Enterprise should also specify whether it will provide financial support and/or a contribution in kind for the trainee, on top of the Erasmus+ grant. The Receiving Organisation/Enterprise commits to issue a Traineeship Certificate within 5 weeks after the end of the traineeship. Signing the Learning Agreement All parties must sign the Learning Agreement before the start of the mobility. It is not compulsory to circulate papers with original signatures, scanned copies of signatures or digital signatures may be accepted, depending on the national legislation or institutional regulations. DURING THE MOBILITY Exceptional Changes to the Traineeship Programme (Table A2) Table A2 should only be completed during the mobility if changes have to be introduced into the original Learning Agreement. In that case, Table A should be kept unchanged and changes should be described in Table A2. The two Tables should be kept together in all communications. When changes to the traineeship programme arise, they should be agreed as soon as possible with the Sending Institution. In case the change concerns an extension of the duration of the traineeship programme abroad, the request can be made by the trainee at the latest one month before the foreseen end date. Changes of the Responsible person(s) In case of changes of the responsible person(s), the information below should be inserted by the Sending Institution or Receiving Organisation/Enterprise, where applicable. Changes of the Responsible person(s) Name Email Position New Responsible person at the Sending Institution New Supervisor at the Receiving Organisation/Enterprise Confirming the Changes All parties must approve the changes to the Learning Agreement. The European Commission would like to limit the use of paper for exchanging documents as much as possible. That is why it is accepted that information is exchanged electronically, e.g. via email, scanned or digital signatures,
Land Victoria search fees Product/service Charge $ (GST exempt) Account holders Staff-assisted search (personal attendance) Government internet service Instrument Search Comprises registered instruments under the Transfer of Land Act 1958 including caveats, covenants, mortgages etc. (per instrument) 6.44 15.20 4.82 Historical Search A statement listing the history of dealings on a title 15.30 32.20 11.67 Certified Copy A certified copy of a search of a folio of the Register (certified folio search) 27.00 A certified copy of document that defines the boundaries of land by way of graphical and textual information (certified plan search) 27.00 A certified copy of a statement listing the dealings on a title (certified historical search) 42.20 A certified copy of any registered instrument (certified instrument search) 25.20 Land Victoria Department of Environment, Land, Water & Planning 570 Bourke Street Melbourne 3000 Telephone: (03) 8636 2010 Office hours: 8:30 am–4 pm
Applications are assessed at the following offices: Auckland 12-18 Normanby Road Mt Eden Auckland Postal address Private Bag 92644 Symonds Street Auckland 1150 Email Hamilton 19 Home Straight Te Rapa Hamilton Postal address PO Box 774 Waikato Mail Centre Hamilton 3240 Email Whanganui 93 Ingestre Street Whanganui Postal address Private Bag 3012 Whanganui 4540 Email Lower Hutt 19 Market Grove Lower Hutt Postal address PO Box 30177 Lower Hutt 5040 Email Christchurch 39 Princess Street, Addington Christchurch Postal address PO Box 2522 Christchurch 8140 Email Dunedin 414 Moray Place Dunedin Postal address Private Bag 1971 Dunedin 9054 Email
The fellowship year (August – July) PDPs agreed prior to starting the fellowship shared with mentor and Fellowship Coordinator. The plan for educational activities then shapes the service provision for the year (for e.g. if Anaesthetics induction is chosen this may need to be arranged for the beginning of the year) Induction into hospital work with planned and documented package of initial support First fellows’ meeting of the year in September (administrative arrangements, networking, introduction to appraisal and the educational programme) BASICS PHEC (pre-hospital emergency care),ATLS, ALS, PALS, SCOTTIE course booked and planned out Second meeting of the year in January (feedback, networking, project work) Third meeting of the year in May (feedback, networking, appraisal issues, submission of project) Annual appraisal towards the end of the year undertaken by the Fellowship Coordinator Assessment of project work and portfolio of evidence and issuing of certificates end of the year Evaluation/ feedback by questionnaire. Annex 1 Competencies for the Acute Care Rural Fellowships Cardiovascular Date Relevant Case? Where else might this competency be achieved? Be able to provide assessment, initial management and after-care as appropriate. Chest pain - using appropriate departmental pathways Acute coronary syndrome Pulmonary embolus Aortic dissection Cardiac arrest
competency be achieved? Be able to provide assessment, initial management and after-care as appropriate Hyperthermia (including heat stroke and drug related) Hypothermia Adverse drugs reactions Decompression illness Burns (including special cases - face, joints, perineum, electric burns, lightening) Drowning / Near drowning Toxicology and Other - Additional Skills Have knowledge of the diagnosis and specific management of poisoning with common substances such as paracetamol, tricyclic antidepressants, beta-adrenoceptor blockers, carbon monoxide, opiates, digoxin, benzodiazepines, SSRI, ethanol and methanol Provide treatment with cooling and warming Manage analgesia Be able to assess size, depth and fluid loss of a burn Airway & Breathing Date Relevant Case? Where else might this competency be achieved? Knowledge and Skills Appreciate the urgency of providing a patent airway, and the importance of basic airway manoeuvres in optimising the patient’s position for airway management Initiate therapy, including oxygen and bag valve mask ventilation / Mapleson C-circuit if needed.
INFORMATION REQUIRED IN SUPPORT OF AN APPLICATION FOR A PERMIT IN TERMS OF THE REBATE PROVISION FOR REBATE OF THE DUTY ON FRESH, CHILLED OR FROZEN SALMON FOR THE PROCESSING THEREOF QUESTION 1: STATE THE FOLLOWING INFORMATION REGARDING THE APPLICANT’S FIRM: Applicant (Company name): _________________________________ Importer’s code:___________________________ VAT registration no: _______________ Postal address: ____________________ ____________________ ____________________ Contact details of applicant: Contact person:___________________ Telephone no.: ___________________ Cell no.: ___________________ Fax no.: ___________________ Email address: ___________________ Physical address where manufacturing takes place: ____________________ ____________________ ____________________ ____________________ The ITAC guidelines pertaining to rebate item 460.01/0302.1/01.05 and 460.01/0303.1/01.05, has been obtained and perused: Yes: ________________ No: ________________
3.1.7 Requirements in respect of goods not suitable for the manufacture of wiping rags and cleaning cloths. Any clothing and other articles of textile material that enter the premises for the manufacture of wiping rags and cleaning cloths that are not suitable for the manufacture of wiping rags and cleaning cloths must be cut up at the premises within 10 working days of being identified as not suitable for the manufacture of wiping rags and cleaning cloths. Any product not suitable for the manufacture of wiping rags and cleaning cloths, such as zippers, that are removed from the consignment must be destroyed within 10 working days of being removed from the clothing or other articles of textile materials, with the exception of buttons. Buttons removed from clothing or other articles of textile material must be disposed off within 10 working days after removal. Proper records must be kept for 5 years with regards to the disposal of such goods. The not suitable material can only be removed from the premises in terms of a written authorization issued by the Manager: Inspectorate of the Directorate Import and Export Control in which authorization the nature and mass of the goods, the date or dates on which the goods will be removed from the premises and the destination of the goods are fully described. Requests to obtain the above authorization must be in writing and submitted to the Manager: Inspectorate of the Directorate Import and Export Control at least 15 working days before the date on which authorization is required. Should waste need to be removed more frequently, requests must be submitted to the Manager: Inspectorate of the Directorate Import and Export Control at least five working days before the date on which authorization is required.
What the Community Activation committee expects from applicants and recipients The Community Activation committee expects grant applicants to assist the Board when they are assessing grant applications by: providing accurate and complete information in accordance with the Grant’s guidelines; meeting any reasonable requests for additional information, including through site visits; providing the application with the required information, in the requested format, by the grant round closing date; and notifying the Committee of any changes which may affect the grant application once submitted. The Community Activation Committee expects grant recipients to be accountable for the expenditure of public funds by: only expending funds on the approved purposes and specific items; meeting any special funding conditions; completing the project within the agreed timeframe; seeking written consent from the Committee prior to any changes to the project, budget or timeframe; returning unexpended funds to the Committee for distribution to other recipients; providing complete reports to the Committee in a timely and accurate manner; meeting any requests for information about the project, including site visits; assisting an independent evaluation of the project if required; meeting requests for media coverage of the project; Attachment A: Sponsoring Organisation Letter This letter must be provided on the sponsoring organisation’s official letterhead [Date] Miss Chantelle French Community & Events Officer Waratah-Wynyard Council PO Box 168 WYNYARD TAS 7325 Dear Miss French