zilongwang/ReadingBank huggingface dataset:
Figure 1: Change in accommodation payment arrangements Pre–1 July 2014 At 30 June 2014 From 1 July 2014 Non–supported residents Paid by Accommodation Bonds Residents enter either Low care and care Price capped at total assets of resident less minimum asset amount. Can be paid by lump sum, periodic payment, or combination – method agreed before entry. A retention amount of up to $331 per month for up to five years Paid by Accommodation Charge Residents non–extra service high care Periodic payment only Price set by regulation capped at $34.20 per day 174,000 permanent residents: 104,000 (approx 60%) non–supported 73,000 (approx 42%) Bond payers $15.4 billion (approx) bond pool The average accommodation bond agreed with a new resident in 2013–14 was $296,404 47,000 (approx 27%) non–supported residents paying by accommodation charge (supported & turn–over of around 5,000 residents per month with around 3,000 per month being residents. Non–supported residents All incoming residents pay under the same accommodation payment arrangements. Providers set maximum accommodation price Prices over $550,000 ($99.90 per day) to be agreed by Aged Care Pricing Commissioner. Provider and resident agree accommodation price at entry (not related to resident’s assets). Resident has 28 days to decide method of payment. Options are: Refundable Accommodation Deposit (RAD); Daily Accommodation Payment (DAP); or A combination of DAP/RAD (with resident determining the proportional No regulated retention however residents paying by combination can agree to a non–refundable DAP component being drawn from RAD. Supported residents The asset test restricted the amount that a supported resident could be asked to pay with the Government topping this up with an accommodation supplement. The accommodation payment methods were accommodation bonds for partially–supported people entering low care and an accommodation charge for those partially–supported people entering high care. Government contribution capped at $34.20 per day. Supported residents All incoming supported residents pay under the same accommodation contribution arrangements. The provider receives the same amount for all residents when accommodation contribution and accommodation supplement are together. Providers of new or significantly refurbished facilities are eligible for payment for accommodation at the same level as the higher accommodation supplement ($53.04 per day).
You may choose from this list or find one on your own. Your selected reform must be approved by Ms. Murphy before you begin the assignment. NO EXCEPTIONS! All of the letters must be used. You must cite to 2 (two) sources where you found your information. Civil Rights Movement Animal Rights LGBTQ Movement Rights Movement Child Labor Reform Immigration Reform Dreamers #DACA The Women’s March Labor Movement Anti-Bullying Anti-War Movement Environmental State’s Rights Chicano Movement Progressive Gun Control Sexual harassment #METOO Marriage Equality Health Care Black Lives Matter Criminal Justice Children’s Rights Disability Rights Women’s Suffrage Farmers Rights and UFW Feminist Movement Chinese Immigrant Rights Abolition Prison Reform Education Reform American Indian Movement RUBRIC 40 points) In order to receive a (an): A = You must choose from the list provided. Your reform cannot be from the textbook. All of the requirements must be met. Creative!! Neatly done! B = All of the requirements. Neatly done! C = All of the requirements. Pictures not colored. D = All of the requirements. No pictures and not typed.
Flashcard Revision Game Students take the role of ‘tutor’ and ‘tutee’ in turns and proceed through 3 rounds 1 The “Tutor” shows and reads the front and back of the flashcard. Then, the “Tutor” shows the front of the card and the “Tutee” gives the answer for the back. If the “Tutee” answers correctly, the “Tutor” offers a praiser and gives the “Tutee” the card. If the “Tutee” answers incorrectly, he or she does not win the flashcard. The “Tutor” offers a hint or shows the answer again. When they have gone through all the cards, the pair switches roles and goes through the cards again. For Round 2 Fewer cues are given. The “Tutor” shows the front of the card and the “Tutee” tries to win back the card by giving a correct answer. When both students win back all their cards they move on to Round 3. In Round 3. Fewer cues are given yet. The “Tutor” says what’s on the front, this time without showing the card. The “Tutee” tries to win back the cards with the correct answer. Explain why there was widespread support for electoral reform in the years 1830 to 1832. (12 marks) Key points in Answer The impact of the Revolution in France in 1830, which helped the Whigs to gain seats at the General Election in 1830 caused by the death of George IV. The old King had been an opponent of reform, the new King was more sympathetic
Set 2 — Refraction Seaweed 11. A laser beam is directed at the surface of a smooth, calm pond as represented in the diagram below. Which organisms could be illuminated by the laser light? Normal 11 the bird and the fish the bird and the seaweed the crab and the seaweed the crab and the fish Bird is equivalent to the product of the absolute index of refraction of water and the speed of light in water? wavelength of light in a vacuum frequency of light in water sine of the angle of incidence of light in a vacuum 14 15. What is the speed of light (/"= 5.09 x 1014 Hz) in flint glass? 1.81 x 108m/s 1.97 x 108m/s 3.00 x 108m/s 4.98 x 108m/s 15 12. What happens to the frequency and the of an electromagnetic wave as it passes from air into glass? The frequency decreases and the speed increases. The frequency increases and the speed decreases. The frequency remains the same and the speed increases. The frequency remains the same and the speed decreases. 12 13. The speed of light in a material is 2.50 x 108 meters per second. What is the absolute index of refraction of the material? (1)1.20 (3)7.50 (2)2.50 (4)0.833 13 Medium Y 16. The diagram below represents a light ray traveling from air to Lucite to medium Y and back into air. Light travels slowest in air, only Lucite, only medium Y, only air, Lucite, and medium Y 16 Paqe 84 Waves &«*,»*• 2010 «* Topical Review Book Company
Compare your calculated n2 with the given index of refraction, nglass. Do they agree? Explain why it does or doesn’t. Procedure: Part B Setup Reset simulation and choose “Mystery A” if you are at an even lab station or choose “Mystery B” if you are at an odd lab station. Choose the protractor and set the laser to an angle of incidence, θ1, at 30°. Ignore the reflected ray (the ray that remains in air). the protractor, measure the angle of refraction, θ2, of the laser and record in Table 2. Repeat steps 2 and 3 for angles of incidences of 50° and 70° of your own choosing. Record the results in Table 2. Calculate sin θ1 and sin θ2 for each trial. Record the results in Table 2. Table 2 Trial θ1 (degrees) θ2 (degrees) Sin θ1 Sin θ2 1 30 2 40 3 50 4 60 5 70 Draw a graph of the Sin θ2 vs. Sin θ1 on the grid below. Draw in your best-fit line and find the slope. Show slope work below. What does your slope represent? Using the chart below of various indices of refraction for various media, identify your mystery material you had in your experiment. Find the percent error of your observed value (slope) using the identified index of refraction as your accepted value. Analysis Questions: Substitute the average of the index of refraction that you measured in Part A into the equation for index of refraction and calculate the speed of light in the glass. Show work.
Your Thirty Second Sleep Diary Instructions for 30 second diary: As soon as possible after getting out of bed for the day, estimate and record the following times, so that you can estimate the total amount of time you spent in bed, the amount of time you were lying in bed awake, and the total amount of time you slept every night. 30 Second Sleep Diary Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Time I got up for the day Time I went to bed Total amount of time I spent in bed (a – b) Amount of time it took me to fall asleep After initially falling asleep, amount of time I spent lying in bed awake Total amount of time I spent in bed awake (d + e) Total amount of time I spent sleeping (c – f)
Even though you are spending less time in bed, you might feel more refreshed in the morning because your sleep will be more consolidated. You’ll be able to sleep for a greater proportion of the time you’re spending in bed. In spite of an improvement in sleep quality, you may still feel tired during the day. If after two weeks you are still tired, you should add ½ hour to your scheduled block of time in bed. You will continue to add small bits of time every week, if needed, until your sleep time is optimal for you. First you will shorten your sleep to improve sleep quality, then you will be able to gradually increase sleep time as needed. Practice suggestions: 1. Follow the procedure and begin establishing a consistent specific sleep schedule using these recommendations. Follow your new sleep schedule during the next 14 days. 2. Continue to use the 30 second sleep diary. Don’t forget to save your sleep logs. You’ll continue to use them to make small adjustments to your sleep schedule.
CFCs Number Cylinder Color Refrig. Name Application R-11 Orange Trichloromonofluoromethane Centrifugal Chillers R-12 Dichlorodifluoromethane Reciprocating and rotary equipments R-13 Light Blue Monochlorotrifluoromethane Used in low stage of cascade systems R-13B1 Coral Bromotrifluoromethane Low to Medium temperature applications R-113 Purple Trichlorotrifluoroethane Low capacity centrifugal chillers R-114 Dark Blue Dichlorotetrafluoroethane High capacity Chillers R-500 Yellow Refrig. 152A/12 Industrial and commercial reciprocating compressors R-502 Light Purple Refrig. 22/115 Reciprocating and rotary equipments R-503 Aquamarine Refrig. 23/13 Low temperature commercial refrigeration
Number Cylinder Color Refrig. Name Application R-22 Light Green Monochlorodifluoromethane Residential, commercial and industrial R-123 Light Gray Dichlorotrifluoroethane R-11 replacement for centrifugal chillers R-124 Deep Green Chlorotetrafluoroethane Medium pressure chillers R-401A Coral Red R-22 + R-152a + R-124 Medium temperature systems R-401B Mustard Yellow R-22 + R-152a + R-124 Transport refrigeration, domestic refrigerators R-402A Light Brown R-22 + R-125 + R-290 Ice machine, vending, supermarket and food service R-402B Green Brown R-22 + R-125 + R-290 Supermarket, food service and transport HFCs Number Cylinder Color Refrig. Name Application
R-23 Light Gray Trifluoromethane Low temperature refrigerant R-134a Light Sky Blue Tetrafluoroethane Automotive industry and refrigeration systems R-404A Orange R-125 + R-143a + R-134a Medium and low temperature R-407C Chocolate Brown R-32 + R-125 + R-134a R-22 Replacement R-410A Rose R-32 + R-125 Replacement for residential air conditioning R-507 Light Brown Refrig. 125/143a Replacement for low-temp commercial refrig.
Refrigerant Management Program Self for Service Providers Location: Work Group: Work Group Leader: Date: Item Y/N/NA Comments Do you have service records for the last three years for all equipment containing 50 pounds or more of refrigerant that you have worked on? If yes to Question 1, have you provided these records to the appliance owner? Do you have recycling and/or recovery equipment for every type of refrigerant that you work with? Do you have records of all refrigerant purchases within the last three years? Do you have records of all refrigerant that was sent for reclamation during the past three years? Are you tracking all refrigerant use? For equipment to be disposed of, have you ensured that all refrigerant is evacuated to required levels and documented this on the appliance? Do you have copies of all technicians’ certificates and are you maintaining those copies for 3 years following the end of employment as a certified technician? Do you have an appropriately certified technician for each type of equipment that your work group services? Have you provided your refrigerant dealer with a copy of a current and appropriate technician’s certification for refrigerant purchases? Is all refrigerant being properly stored in cylinders that are in good condition? Does your work group have the proper PPE/meters for the refrigerants that you work with? Does your work group have written SOPs? Additional Comments/Clarifications: Submit this completed audit annually to EHS on January 31st.
Name of Degree/Diploma or Certificate Refrigeration Mechanic Program Code - 4702013059 Coordinator Contact Information Name John Christiansen Office S Bld. Room 111 Leestown Campus Office Phone (859) 246-6775 Email John.christiansen@kctcs.edu Recommended Sequencing for full time enrollment Courses Credits Date Complete First Semester 2nd Semester First Year, Summer 3rd Semester Notes & Additional Information Students in the Air Conditioning Technology program must achieve a minimum grade of “C” in each technical course. Technical Courses Approved by the Program Coordinator
7 AP Spanish Language – 8:00 A.M. AP Physics 2 – 12:00 P.M. IB Biology Paper 3 – 11:45-1:30 P.M. 8 AP U.S. History – 8:00 A.M. Senior Prom – 8:00 P.M.- 12:00 A.M. – M&T Stadium May Continued 11 AP Physics C – 12:00 P.M. 12 AP U.S. Govern. & Politics – 8:00 A.M. AP French Lang. & Culture – 12:00 P.M. AP Spanish Literature – 12:00 P.M. IB Math Paper 1 – 7:45-10:00 A.M. IB Spanish Paper 1 – 11:45-2:00 P.M. 13 AP English Language & Composition – 8:00 A.M. AP Statistics – 12:00 P.M. IB Spanish Paper 2 – 7:45-9:30 A.M. IB Math Paper 2 – 11:45-2:00 P.M. 14 POPS Concert AP World History – 8:00 A.M. AP Macroeconomics – 12:00 P.M. IB History Paper 1 – 7:45-9:00 A.M. Underclassmen Interims 15 AP Microeconomics – 8:00 A.M. AP Human Geography – 8:00 A.M. IB History Paper 2 – 11:45-1:30 P.M. 18 IB History Paper 3 – 7:45-10:30 A.M. 18-21 HSA Testing 19 IB ITGS Paper 1 – 11:45-2:00 P.M. 20 IB ITGS Paper 2 – 7:45-9:30 A.M. 21 Senior Scholarship Awards – 6:30 – Auditorium 22 Senior Farewell Assembly Last Day for Seniors 25 Memorial Day Observed – Schools & Offices Closed Graduation TBD June 6 SAT – Kenwood 16-19 Final Exams – Teachers on Duty 19 Last Day for Students July 3 Independence Day – Schools & Offices Closed 6 Summer School Opens 31 Summer School Ends If schools are closed seven days due to emergency conditions, it may be necessary to alter the school calendar. Additional days may be scheduled as required at the end of the school year. Depending on the use of emergency closing time, the calendar may be reduced if the time is not needed to meet the minimum required days/hours.
If you have any question regarding how to prepare these tables or if you need assistance preparing the application please feel free to contact AEA at 907-771-3031 or by emailing the Grants Administrator, Shawn Calfa, at . Milestone or Task RE- Fund Grant Funds Grantee Matching Funds Source of Matching Funds: Cash/In-kind/Federal Grants/Other State Grants/Other TOTALS (List milestones based on phase and type of project. See sections 2.3 thru 2.6 of the RFA ) $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ TOTALS $ $ $ Budget Categories: Direct Labor & Benefits $ $ $ Travel & Per Diem $ $ $ Equipment $ $ $ Materials & Supplies $ $ $ Contractual Services $ $ $ Construction Services $ $ $ Other $ $ $ TOTALS $ $ $ Milestone or Task RE- Fund Funds Grantee Matching Funds Source of Matching Funds: Cash/In-kind/Federal Grants/Other State Grants/Other TOTALS (List milestones based on phase and type of project. See sections 2.3 thru 2.6 of the RFA ) $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ TOTALS $ $ $ Budget Categories:
Become aware of special medical conditions prior to event Contacting parents or guardians is the responsibility of the senior staff member or event leader ONLY. Address/inform entire group in one gathering, as soon as practical. Fully document incident/illness as soon as practical. Emergency Medical Phone Number - __________________________________ Hospital Phone Number - ___________________________________________ Other Important Phone Number - ____________________________________ Other Important Phone Number - ____________________________________
…fantastic and people are really hands-on.” Tommy Forsgren voice over: “I think they would like to see this on the market already today.” [Video footage] Close up of hydrogen pump being removed from its dispenser unit, followed by a close up of a hand holding it. Zoom out to show Tommy Forsgren standing chatting with an attendee who is holding the pump [Launch attendee #1]: “It's easy to use.” A second attendee turns around to camera, she is holding the pump in her hand [Launch attendee #2]: “Feels good in the hand.” Claire Sayles voice over: 'A superior customer experience is really important in creating that demand, in creating a seamless process... [Video footage] Close up of the hydrogen fuel pump nozzle being inserted into the vehicle fuel flap. This is then viewed from a different angle with launch attendee #2’s arm visible. The camera pans up to show here face; she is smiling. The hydrogen dispenser screen displays the message ‘Fueling’ together with the amount of fuel dispensed and its cost. Beneath is a round blue STOP icon. The small display on the pump dispenser shows 37%. A thumb is seen pressing the button below the display, and the message ‘Fueling finished!’ displays. [Launch attendee #1]:“I like the display!” Tommy Forsgren stands by the unit and demonstrates to a male attendee Claire Sayles over...and hopefully growing the numbers of hydrogen cars and hydrogen drivers on the road in the future.' Tithima Supavanichyanont voice over: “We want people to feel like they are doing… [Interview Tithima Supavanichyanont in presentation area] …their part when they buy a hydrogen car, when they're using renewable… Tithima Supavanichyanont voice over: …energy instead, they're doing something for the environment as well. [Video footage] Launch attendee #2 is seen in close up as she holds the dispenser. Launch attendee #2: “It looks good.”
Figure 10: Resettlement Program grants by region from 1998–99 to 2007–08 Rank 1 2 3 4 5 1998–99 Europe 49.72% Middle East & SW Asia 30.64% Africa 16.29% Asia 3.10% Americas 0.25% 1999–2000 Europe 45.64% Middle East & SW Asia 29.83% Africa 22.69% Asia 1.56% Americas 0.28% 2000–01 Europe 43.32% Middle East & SW Asia 26.96% Africa 25.43% Asia 3.95% Americas 0.34% 2001–02 Africa 33.12% Middle East & SW Asia 32.43% Europe 32.03% Asia 2.23% Americas 0.19% 2002–03 Africa 48.32% Middle East & SW Asia 39.94% Europe 9.93% Asia 1.78% Americas 0.03% 2003–04 Africa 70.78% Middle East & SW Asia 24.29% Europe 3.00% Asia 1.87% Americas 0.06% 2004–05 Africa 70.16% Middle East & SW Asia 26.24% Asia 3.43% Europe 0.16% Americas 0.01% 2005–06 Africa 55.65% Middle East & SW Asia 33.98% Asia 9.88% Europe 0.43% Americas 0.06% 2006–07 Africa 50.91% Middle East Middle East & SW Asia 27.95% Asia Asia 20.70% Africa Europe 0.44% Europe Americas 0.00% Americas 2007–08 & SW Asia 35.25% 33.67% 30.48% 0.55% 0.05% 2008–09 planned Asia 33% Middle East & SW Asia 33% Africa 33% Contingencies 1% Source: Department of Immigration and Citizenship
Become a Home Tutor The Home Tutor Scheme, which is part of the Adult Migrant English Program (AMEP), assists eligible migrants and humanitarian entrants who cannot attend English classes due to family commitments. Tutoring usually takes place in the migrant’s home, creating an informal, relaxed atmosphere. Alternatively, volunteers may assist in conversation practice in AMEP classes. Home tutors receive initial and ongoing training, support and access to teaching resources. People wishing to become home tutors must speak and write English well and have a few hours available each week for tutoring. For details, contact your local AMEP Service Provider. For contact details go to Become a donor or fundraiser are many long-established NGOs in Australia that help refugees to rebuild their lives through social and economic programs. From time to time they need volunteers to part-time positions in areas such as fundraising, marketing, communications, database management and administration. One-off donations, bequests and regular donations to special projects are other ways members of the public can help support refugees. For more information, the websites of organisations such as the Refugee Council of Australia (www.refugeecouncil.org.au), the Australian Council for International Development or the Australian Red Cross (www.redcross.org.au). Make a donation to Most of UNHCR’s budget comes through donations from governments, NGOs and individuals. Donations can be made through Australia for UNHCR, UNHCR’s Australian agency. For details: U visit U write to Australia for UNHCR, Reply Paid 428, Queen Victoria Building NSW 1229 U U telephone 1300 361 288. If you prefer to fund a project, UNHCR can match your interests, objectives and budget from more than 10 000 projects ranging in cost from $1000 to $200 000. For more information visit Be informed Find out the facts about refugees in Australia and share them with your friends, colleagues and class-mates. Chapter Adjusting to a new life in Australia 51
Prompts for Daily or Weekly Reflection What happened in today’s coaching session? What did you notice about your client? What did you notice about your own coaching? About your thoughts and feelings today? What kind of impact did your coaching have on your client today? How do you know? When did your coaching feel effective today? What made it feel that way? Was it possible that your client had any “aha” moments today? What led to that moment? What was challenging for you in today’s session? What did you notice about your own listening? About your inner dialogue? What do you appreciate about your own coaching today? What would your client say about your coaching today? What do you think was “not said” by your client today? Was your client sharing any stories today? Were these new stories or ones she’s told in the past? What indicators were today that your client made progress towards her goals? do you think your client is ready to go next? What are you curious about or do you want to learn more about? What is your next coaching move? What would help your client move forward? What do you want to do or say in your next meeting? Prompts for Occasional Reflection What do you enjoy about coaching? What draws you to this practice?
2. ASYLUM AND IMMIGRATION DETENTION Asylum - Myth-busting Quiz (Questions) What percentage of the UK population was not born in the UK? 5-6% 10-11% 18-19% 25-26% What does the general public think is the answer to the above question? 5-6% 10-11% 18-19% 25-26% Which continent hosts the greatest proportion of the world’s refugees? Africa Europe The Americas Asia Which percentage of the world’s refugees are hosted in the UK? 1% 9% 22% 34% Is it easy to claim asylum in the UK? Yes – two thirds of people who claim asylum are granted leave to remain in the UK No – two thirds of people who claim asylum are refused leave to remain in the UK
2. ASYLUM AND IMMIGRATION DETENTION Asylum - Myth-busting Quiz (Answers) What percentage of the UK population was not born in the UK? ANSWER – a) 5-6% What does the general public think is the answer to the above question? ANSWER – d) 25-26% KEY POINT – Highlight the difference between public perception and reality – there are lots of misconceptions regarding the number of migrants in UK, and about migrants in general. Which continent hosts the greatest proportion of the world’s refugees? ANSWER – d) Asia KEY POINT - Developing countries provide asylum to over two thirds of the global refugee population, with 45% of the world’s refugees in Asia. The West shares a very small share of the ‘burden’. Which percentage of the world’s refugees are hosted in the UK? ANSWER – a) 1% KEY POINT - On a global scale, the UK hosts a very small number of refugees. This is true even when figures are adjusted to take into account the size of the population. Is it easy to claim asylum in the UK? ANSWER – b) No - two thirds of people who claim asylum are refused leave to remain in the UK KEY POINT – The UK has an extremely tough asylum system, and many people are refused even though they are genuinely at risk of persecution.
Refugee and Asylum Seeker Interagency Networks updated 18.1.2018 next update 1.3.2018 LGA Name of network Scope and coverage of Network e.g. information sharing on relevant updates, meeting frequency, TOR, Convener / Contact details North West and North East Metro Divisions Outer Northern Refugee Health Network System improvements through partnership work Information sharing Joint advocacy work Contemporary presentations Terms of Reference Meets every 2 months Mohammad Karimi Refugee Health Project Coordinator Hume Whittlesea Primary Care Partnership M: 0429 104 157 Whittlesea and Nillumbik Whittlesea Multicultural Issues Network Settlement Planning Committee for the region, coordinating more effective resettlement support Addressing emerging trends, for humanitarian and family entrants and asylum seekers Joint advocacy on any settlement issue Presentations by services Information Sharing Open to all service providers in the municipality Terms of Reference Meets every 2 months on Tues mornings Kate O’Sullivan Manager, Settlement Services, Whittlesea Community Connections Hume Hume Multicultural Workers Network Details to be provided Details to be provided Details to be provided Mental Health Settlement Services North Details to be provided Wendy Cisar Manager, Dallas Settlement & Family Services HSP, SRSS, SSP Hume, YTSP Hume & Whittlesea LAC Meeting Details to be provided Details to be provided Whittlesea Whittlesea Community Futures CALD Cluster Objectives: To act as an overarching body for advocacy on issues related to cultural and linguistic Thiyagerajah Abarajitha (Abi) Partnerships & Projects Officer City of Whittlesea
Refugee and Asylum Seeker Interagency Networks updated 7.3.2018 next update – as required LGA Name of network Scope and coverage of Network e.g. information sharing on relevant updates, meeting frequency, TOR, Convener / Contact details North West and North East Metro Divisions Outer Northern Refugee Health Network System improvements through partnership work Information sharing Joint advocacy work Contemporary presentations of Reference Meets every 2 months Mohammad Karimi Refugee Health Project Coordinator Hume Whittlesea Primary Care Partnership M: 0429 104 157 Whittlesea and Nillumbik Whittlesea Multicultural Issues Network Settlement Planning Committee for the region, coordinating more effective resettlement support Addressing emerging trends, needs for humanitarian and family entrants and asylum seekers advocacy on any settlement issue Presentations by local services Information Sharing Open to all service providers in the municipality of Reference Meets every 2 months on Tues mornings Kate O’Sullivan Manager, Settlement Services, Whittlesea Community Connections Hume Hume Multicultural Workers Network Network for workers with clients from multicultural backgrounds, newly arrived or refugee. The network members information that is relevant to refugee/humanitarian families in Hume City. The focus is on local activities, programs and learning opportunities which support the smooth transition and settlement of refugees and humanitarian arrivals. Vicky Fisher Team Leader, Migrant Resource Centre North West, Migrant Resource Centre (MRC) - Broadmeadows T: 9351 1278
References Bartlett, L. (1990). Teacher development through reflective teaching. In J. C. Richards & D. Nunan (Eds.), Second language teacher education (pp. 202-214). Cambridge: Cambridge University Press Berliner, David (2001). The development of expertise in pedagogy. Eric database. Moon, J. (2005) Guide for Busy Academics No. 4: Learning Through Reflection. Higher Education Academy. Roffey-Barentsen, J. & Malthouse, R. (2009) Reflective Practice in the Lifelong Learning Sector. Learning Matters. Ofsted reports (2004) Why colleges succeed. Para 19. Pak, J. 1985. Find Out How You Teach. Adelaide, Australia: National Curriculum Resource Centre Pollard, A & Tann, S. (1993) Reflective Teaching in the Primary School.(2nd ed.), London: Cassell. Powell, J.P. 1985. Autobiographical learning. In Boud, et al. (pp. 41-51). Richards, Jack (1990). Towards Reflective Teaching. The teacher Trainer Journal. Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge University Press. Schön, Donald (1987) Educating the reflective practitioner. San Francisco: Jossey-Bass Publishers, 1987. 355 pages Sze, Paul (1999) Reflective Teaching in Second Language Teacher Education: An Overview. Educational Research Journal. Vol. 14, No.1, Summer. Ur, P. (1996). A course in language teaching. Cambridge: Cambridge University Press Wallace,M. (1996). Structured reflection: The role of the professional project. In Freeman & Richards. Teacher learning in language teaching Cambridge University Press. Wallace, M. J. (1991). Training foreign language teachers: A reflective approach. Cambridge University Press. الموجه الفنى الأول للغة الانجليزية أ.عائشة الصقر
Please make sure to fill out the application thoroughly and attach the following documents: Originalbelege (Belege aufkleben, nummerieren) │ duly filled in adjustment form (Adjustierungsblatt) Originalbelege (Belege aufkleben, nummerieren) │ original payment document(s) (affixed on paper and duly numbered) Zahlungsnachweise (Zahlungsabschnitt bei Überweisung, Einzelbelege bei Telebanking, Kreditkartenbelege) │ Proof of payment(s) (transfer slip, individual transferal receipt in case of telebanking, credit card statement) Auflistung List of payments Lfd. Nummer cons. Num Belegtext Reference to receipt Betrag/EUR amount/EUR Betrag /FW amount /foreign currency
Find an explanation for the situation/issue. Discover any relationship between theory and practice in order to seek a deep understanding of why something has happened. What significant factors impacted the situation/issue? How do relate to what you have previously experienced? What evidence can you find in relevant theories to support your understanding of the events? What impact do other perspectives have on the issue? Reconstruct Draw a conclusion and discuss improvements that could be made. Identify any changes or improvements for future planning. Apply your learning to other contexts and your future professional practice. Why did this situation/issue occur? What theories support your rationale? How would you deal with the situation next time? What strategies would you develop for future practice based on what you now know?
They would be unable to read a registration plate in good light at 20.5 meters (with lenses if worn) They would be refused a driving licence because they have a restricted field of vision They have diabetes and their current experience of hypoglycaemia would prevent them from holding a driving licence They have been advised not to drive because of the side effects of medication and would have their licence revoked by the DVLA because of this (if they hold one) They have been advised not to drive because of the side effects of medication but could keep their driving licence (if they hold one) They have a severe mental disorder which would preclude them from holding a driving licence. Please give details: They have another disability which is likely to cause driving a vehicle by them to be a danger to the public and which would result in refusal of a driving licence. Please give details: They persistently misuse drugs or alcohol and this has caused the above condition/s None of the above apply to the applicant Any other information which is relevant to the applicant’s eligibility: Duration of disability Please initial to indicate how long the applicant’s condition is likely to last: Less than 12 months
Reflective Prayer for All Hallows Eve, All Saints Day, All Souls Day All Hallows Eve 31st October (Hallowe’en) Lord, tonight, We will face all that most concerns us: our fears, the shadowed places of the mind; the coming of winter darkness; the cold thin place between waking and sleep. We call to mind the powerless, the lonely, those who most fear the knock at the door; all those deceived by the world’s empty promises; all those cowed by menaces or threats. We stand with those weak in body, mind or spirit and those seduced by treats or hurt by tricks. Lord, your light shines into every darkness. You told us: pray ‘deliver us from evil’. Your Spirit gives us hope, gives us courage, a candle in the window unhurt by the wind. All Saints Day 1st November
1: Area(s) of assistance of proposed action A Work Labour Economics Bonded Labour Child Labour Decent Work Future of Work Employment Employment Policy Employment Security Employment Services Forced Labour Labour Market Labour Policy Livelihoods Occupational Classification Trafficking in Persons Unemployment Workers C Labour Relations Collective Bargaining Employers Organizations Labour Disputes Labour Movements Social Dialogue Trade Unions Workers Participation Workers Representation L Human Rights Discrimination Economic and Social Rights Gender Equality Rights of The Child Rights of Disabled People Trade Union Rights Workers Rights Social Justice S Technology Information and Communication Technologies Intermediate Technology Technological Change Technology Transfer T Management Human Resources Management U Statistics Labour Statistics Social Security Statistics D Labour Law ILO of Practice ILO Standards International Labour Standards Labour Legislation Labour Standards N Government and Public Administration Governance Labour Administration Social Security Administration V Research Data Analysis Data Collecting Survey Projections Q Health (Access to services) Disabilities Health Policy HIV/AIDS Medical Care Occupational Safety and Health Rehabilitation E Social Protection Social Assistance Social Security Social Services B Working Conditions Arrangement of Working Time
5. Denis O’Sullivan – Whitechurch Foróige Club, Co. Cork 6. Kirsty Hayes – Clonakilty Foróige Club, Co. Cork 7. Fiona Tobin – Ardfield/Rathbarry Foróige Club, Co. Cork 8. Ronan Lehane – Churchtown Foróige Club, Co. Cork 9. James Byrne – Milltown Foróige Club, Co. Kildare 10. Shaunagh Dunne – Daredevil Foróige Club, Co. Laois 11. Ciana Cooney – Bullaun Foróige Club, Co. Galway 12. Eric Maloney – Kilconly Foróige Club, Co. Galway 13. Dara Brennan – Monivea Foróige Club, Co. Galway 14. Katie Coughlan – Carrabane Foróige Club, Co. Galway 15. Aisling Byrne – Rathvilly Foróige Club, Co. Carlow 16. Aaron Colfer – Rathvilly Foróige Club, Co. Carlow 17. Sean Devers – Ardagh Foróige Club, Co. Mayo 18. Adrienne Walsh – Fayz Foróige Club, Co. Mayo 19. Laura Whelton – Knock Foróige Club, Co. Mayo 20. Alisha Houlihan – Fayz Foróige Club, Co. Mayo 21. Grace Winters – Cong Foróige Club, Co. Mayo 22. Ben Thornton – Foróige Club, co. Limerick 23. Ericka Daly – Newcastlewest Foróige Club, Co. Limerick 24. Hannah McColgan – Carndonagh Foróige Club, Co. Donegal 25. Ciara Crawford – Frosses Foróige Club, Co. Donegal
26. Cormac Whelan – Carrigallen Foróige Club, Co. Leitrim 27. Mark Farrell – Grange Foróige Club, Co. 28. Liam Roddy – Grange Foróige Club, Co. Sligo 29. Nuala Landers – Ballyduff Upper Foróige Club, Co. Waterford 30. Sean Kennedy – Lismore Foróige Club, Co. Waterford 31. Eoin Byrne – S.T.T.P. Youth Café Walkinstown, Co. Dublin 32. Zoe Koulianou – The Hot Spot Foróige Club, Co. Dublin 33. Balakis Falade – The Hot Spot Foróige Club, Co. Dublin 34. Jack Woolley – M.C. Teens Foróige Club, Co. Dublin 35. Katie Dunne – Tallaghtfornia Foróige Club, Co. Dublin 36. Kevin Daly – Tallaghtfornia Foróige Club, Co. Dublin 37. Daniel Thompson – Kileevan/Newbliss Foróige Club, Co. Monaghan 38. Sarah Doonan – Corlough Foróige Club, Co. Leitrim 39. Sean Dunlea – Drumraney Foróige Club, Co. Westmeath 40. Natalie Ward – Coralstown Foróige Club, Co. Westmeath 41. Abbigail Hannevig – Durrow Foróige Club, Co. Westmeth 42. Kevin O’Flaherty – CSI Foróige Club, Co. Westmeath 43. Ava McManus – Drum Foróige Club, Co. Roscommon 44. Kevin Seery – Drum Foróige Club, Co. Roscommon 45. Saskia Kirrane – Cloonfad Foróige Club, Co. Mayo
46. Rennick – Oldcastle Foróige Club, Co. Cavan 47. Caoimhe Heeney – Duleek Foróige Club, Co. Meath. 48. Martynas Mickericus – Duleek Foróige Club, Co. Meath 16, The Willows, Duleek, Co. Mobile: 087-4115130
Loggerheads Neighbourhood Plan Submission Consultation Representation Form Contact Details Name Roger Tait Organisation (if relevant) Newcastle under Lyme Borough Council Address Central Depot Knutton Lane Newcastle Postcode ST5 2SL Email roger.tait@newcastle-staffs.gov.uk Do you wish to be kept informed on the Council's decision on the Neighbourhood Plan Proposal? Yes If yes, is your preferred method of contact by email or post Yes Your Response Please state which part of the Neighbourhood Plan (for example, which section, paragraph or policy) your representation relates to: Green space and outdoor sports facilities Please use the space below to provide your comments on this part of the Neighbourhood Plan The Borough Council has an adopted Playing Pitch Strategy and Open Space Strategy, both prepared in line with NPPF recommendations and based on local needs assessment. The Loggerheads Neighbourhood Plan has used the Fields in Trust 6 Acre Standard to determine the need for play and outdoor sports facilities - this uses a national standard as opposed to a locally assessed standard. The Borough Council's adopted policies should take precedence over any alternative method of assessing need.
REGISTERED GROUP LIFE ASSURANCE PLAN Deed of Succession The purpose of this deed is to replace the existing principal employer (the sponsor) of a group life assurance plan which is Registered with HM Revenue & Customs under the Finance Act 2004. Suitable where the principal employer (the sponsor) and the new sponsor are Limited companies or PLCs or LLPs. Not suitable for a Partnership. The current sponsor is, and the new sponsor must be, the corporate trustee and the scheme administrator. Important notice This document is provided by Unum Limited as an example of the type of trust wording generally thought suitable for the above purpose. It is designed for execution in the in accordance with English Law. Unum Limited wishes to make that it does not provide specialist documentation services relating to this type of deed. Neither Unum Limited nor its officers or employees warrant that the deed will be suitable for the individual circumstances of any client, nor that the wording of the deed will be legally effective. Provision of this deed shall not constitute advice of any sort, whether legal or otherwise. We strongly recommend that this wording be referred to your legal advisers for vetting, tailoring to your circumstances and engrossment. You are responsible for any legal fees you incur. Neither Unum Limited nor any of its affiliates or their respective directors, officers and employees shall be liable for any loss or damage arising out of or in any way connected with the use of the deed whether in its original form or as amended under any law or on any basis whatsoever whether contractual or otherwise, including, without limitation, any direct, indirect, incidental, special or consequential damages (such as loss of business or profits or any other financial loss). Unum Limited do not make any attempt to restrict their liability for death or personal injury caused by Unum Limited’s negligence or for fraud or fraudulent misrepresentation. The law and tax rules in relation to trust deeds are subject to change and as a result the deed may become outdated. However, Unum Limited is under no obligation to notify you of any such changes. There are other draft Trust wordings available to help you on our website at: U032017 Reporting Requirements The Scheme Administrator is responsible for filing the Event Reports, Pension Scheme Return, Accounting for Tax forms and amending Scheme Details to keep them up to date.
APPENDIX 3 REMOTE AFTERLOADER, GAMMA STEREOTACTIC RADIOSURGERY MANUAL BRACHYTHERAPY, OPHTHALMIC USE OF STRONTIUM-90, TELETHERAPY UNIT AUTHORIZED USER TRAINING AND EXPERIENCE AND PRECEPTOR ATTESTATION (for uses defined under 64E-5.632 and .634) [64E-5.652, .653, and .655] Name of Proposed Authorized User (Please Print) Florida Medical License Number Requested Authorization(s) (check all that apply) 64E-5.632 Manual brachytherapy sources 64E-5.634(2) Remote afterloader unit(s) 64E-5.632(2) Ophthalmic use of strontium-90 64E-5.634(3) Teletherapy unit(s) 64E-5.634(1) Gamma stereotactic radiosurgery unit(s) PART I -- TRAINING AND EXPERIENCE (Select one of the three methods below) PART I -- TRAINING AND EXPERIENCE **Training and Experience, including Board Certification, must have been obtained within the 7 years preceding the date of application or the individual must have obtained related continuing education and experience since the required training and experience was completed. Provide dates, duration, and description of continuing education and experience related to the uses checked above. 1. Board Certification: a. Provide a copy of the board certification. b. For 64E-5.634, go to the table in 3.e. and describe training provider and dates of training for each type of use for which authorization is sought. c. Skip to and complete Part II Preceptor Attestation. 2. Current 64E-5.634 Authorized User Requesting Additional Authorization for 64E-6.634 Use(s) Checked Above a. Go to the table in section 3.e. to document training for new device. b. Skip to and complete Part II Preceptor Attestation. 3. Training and Experience for Proposed Authorized User a. Classroom and Laboratory Training 64E-5.652 64E-5.653 64E-5.655
Identify trusted international standards relevant to the proposed facility and describe how these will be applied or taken into account. Effective control arrangements Safety management plan Radiation protection plan Radioactive management plan Security plan Emergency plan Environment protection plan Section E – Associated sources Is there controlled material and/or controlled apparatus used in connection with the facility? NO - proceed to Section G YES – describe in the space below If Yes: identify the codes and standards relevant to the source(s) and describe how compliance will be achieved. Section F – Source details
Orthopantomogram (OPG) (dental panoramic X-ray unit) Fully enclosed X-ray biological irradiator Personnel anti-smuggling screening system using transmission X-rays Handheld X-ray Fluorescence Spectrometer * See the table in clause 1 of Schedule 3C to the Regulations ** These numbers have been created for purposes of ARPANSA’s Licence Administration Database. As such, they will not appear in the table in clause 1 of Schedule 3C to the Regulations. Describe the source(s) Describe the proposed dealing Provide the physical address of the source(s) Section C – Source details Complete the Excel Spreadsheet known as the Source Inventory Workbook (SIW) for any sources used in connection with the facility. Note: For sealed sources, a copy of any source certificate or special form certificate should accompany the application as per item 5(d) of Part 2 of the Regulations. Section D – Plans & arrangements for managing safety Describe the plans and arrangements for managing the safety of sources (include reference to codes and standards where relevant). These plans and arrangements may be listed, captured in multiple documents or contained in a single Radiation Management Plan. These documents may make reference to and use other documented safety procedures and work practices. Effective control arrangements Safety management plan Radiation protection plan Radioactive waste management plan
responds to emergencies will be part of the licencing basis. In the case of a facility, the safety analysis report (SAR), and the operating limits and conditions (OLC) will also be key documents of the licensing basis. In general, proposed changes to a facility that are within the bounds of its approved licensing basis have already been approved by ARPANSA and are therefore unlikely to have significant implications for safety. However, the significance of any changes that could impact on the boundary established by the licensing basis should be assessed against the criteria of this guide. In addition, if any of the following apply to the proposed change, it is likely to have a significant implication for safety (and therefore requires prior approval): Results in more than a minimal increase in the likelihood or consequences of an accident or malfunction previously evaluated in the SAR. Create the possibility of an accident or malfunction of a different type to what was evaluated in the SAR. Results in a radiological constraint or consequence as described in the SAR being exceeded or increased. Involves departure from a method of evaluation described in the SAR used in establishing the design or in the safety analysis. It should be noted that reviews by the licence holder to determine the applicability of section 63 or 64 of the Regulations do not necessarily aim to determine if the proposed change is good or bad. The licence holder is expected to have other processes for determining if the proposed change is justified or warranted. The review focuses merely on whether prior approval by ARPANSA is required. A cumulative effect of two or more relevant changes that individually do not have significant implications for safety must also be considered. This principle addresses the scenario where successive minor changes can, over time, lead to a significant change in the safety of controlled sources or facilities (organisational drift). Licence holders should be able to show that cumulative effects have been considered when making relevant changes. Consequence thresholds for section 63 The table below provides the thresholds above which ARPANSA considers a change to have significant implications for safety. In order to categorise changes, licence holders must have systems in place to evaluate the risk of certain changes. ARPANSA may ask licence holders to provide documentation to support their evaluation of a change considered unlikely to have significant implications for safety. Note: Appropriate review allows licence holders to know and manage the risks associated with their operation Implication for safety Threshold for section 63