zilongwang/ReadingBank huggingface dataset:
Victorian Employer Skills and Training Survey 2017 Western Metro Over 12,100 employers responded to the skills and training component of the Victorian Employer Satisfaction and Skills Survey in 2017. Of these, 2,420 were from the Western Metro region. Employers report that skills are important to productivity, but many are facing challenges filling jobs and finding the right applicants with the right skills. These challenges are faced both now, and are expected to continue into the future. However, a high proportion of employers that access training to improve the skills of their workforce report a positive impact on productivity and return on investment. The statistics below reflect the experience of employers from the Western Metro region compared to the overall Victorian average. Productivity Skills are important to productivity Businesses found that a lack of skills had a medium to high impact on workplace productivity. High impact Western Metro Region: 28% Victoria: 28% Medium impact Western Metro Region: 57% Victoria: 53% Low impact Western Metro Region: 11% Victoria: 16% Impact of insufficient workforce skills A lack of skills can increase the workload for other staff, affect operating costs and result in poorer quality of service/products. Increased workload for other staff Western Metro Region: 63% Victoria: 61% Increased operating Western Metro Region: 47% Victoria: 44% Poorer quality of service/products Western Metro Region: 37% Victoria: 38% Challenges Managing the skills of the workforce Employers reported that recruitment was challenging due to candidates not having the required skills or being job ready. More than a quarter of employers saw the need to improve the skills of existing staff. Finding people with the right skills Western Metro Region: 54% Victoria: 53% Finding job ready candidates Western Region: 33% Victoria: 33% Training staff to keep skills up to date Western Metro Region: 27% Victoria: 27% Recruitment challenges Employers faced recruitment challenges because potential candidates did not have the required experience and lacked job specific skills. Agreed were difficult to fill Western Region: 56% Victoria: 54% Lacked relevant experience Western Metro Region: 58% Victoria: 55% Lacked technical / job specific skills Western Metro Region: 54%
2012 Spring Forecast Experiment: Forecast Verification Metrics 1.) Traditional, Dichotomous (2-category) Evaluation (excerpted from the WWRP/WGNE Group on Forecast Verification Research website on Forecast Verificaiton: Issues, Methods and FAQ (http://www.cawcr.gov.au/projects/verification/) For dichotomous variables (e.g., precipitation/reflectivity amount above or below a threshold) on a grid, typically the forecasts are evaluated using a diagram like the one shown in Fig. 1. In this diagram, the area “H” represents the intersection between the forecast and observed areas, or the area of Hits; “M” represents the observed area that was missed by the forecast area, or the “Misses”; and “F” represents the part of the forecast that did not overlap an area of observed precipitation, or the “False Alarm” area. A fourth area is the area outside both the forecast and observed regions, which is often called the area of “Correct Nulls” or “Correct Rejections”. This situation can also be represented in a “contingency table” like the one shown in Table 1. In this table the entries in each “cell” represent the counts of hit, misses, false alarms, and correct rejections. The counts in this table can be used to compute a variety of traditional verification measures, described in the following sub-sections. Table 1. Contingency table illustrating the counts used in verification statistics for dichotomous (e.g., Yes/No) forecasts and observations. The values in parentheses illustrate the combination of forecast value (first digit) and observed value. For example, YN signifies a Yes forecast and and a No observation. Forecast Observed Yes No Yes Hits (YY) alarms (YN) YY + YN No Misses (NY) Correct rejections (NN) NY + NN YY + NY YN + NN = YY + YN + NY + NN Critical Success (CSI) Also known as Threat Score (TS). CSI=TS=Hits/(Hits+Misses+False alarms)
Read the sentences, then draw to match the words and their meanings. We need fresh water; it is essential. We use water every day and we take it for granted. We think it will always be available and we don’t consider how lucky we are. Unfortunately there is a shortage of fresh water. Fortunately we can overcome this by using salt water from the sea! We can convert salt water into fresh water by removing the salt. A Luckily; with good luck. B To change into a different form. C Absolutely necessary. D Not enough of something. E To expect something to be there all the time F To succeed when there is a problem 1 Essential 2 A shortage 3 Take for granted 4 Fortunately 5 Overcome 6 Convert Ahmed and Khalid are talking about the problem of providing enough fresh water to meet the world’s needs. Work in pairs. Predict the answers. Write two numbers and countries. *plant: a production centre; a kind of factory
running workshops with school councillors and others in the school community to focus on particular issues, and considering using professional associations to facilitate these upgrading or adopting technology to improve the council’s effectiveness. Council should decide on the most appropriate action to meet the particular shortcoming, and this should be noted in the skills register. Where training is considered, or if council decides its necessary to appoint a consultant, the executive officer should ensure costs are within the school budget. Whatever council decides it needs, it should instruct the council executive officer (the principal) to identify the most appropriate option. The Department’s website for school councils has a range of resources, see: School Councils 1: Council's performance is an important matter for the entire school. A useful tool to stimulate thinking on performance is to get councillors to rate the council's performance. Attributes: Performance Rating Role clarity (low) 1 – 2 – 3 – 4 – 5 – 6 (high) Focus on students as the highest priority (low) 1 – 2 – 3 – 4 – 5 – 6 (high) The necessary complement of skills to do the job (low) 1 – 2 – 3 – 4 – 5 – 6 (high) Contribution to policy (low) 1 – 2 – 3 – 4 – 5 – 6 (high) Quality of long term planning (low) 1 – 2 – 3 – 4 – 5 – 6 (high) Degree to which integrity is a priority in all decisions (low) 1 – 2 – 3 – 4 – 5 – 6 (high) Strength of team work (low) 1 – 2 – 3 – 4 – 5 – 6 (high) Ability to lead the school community consultation (low) 1 – 2 – 3 – 4 – 5 – 6 (high) Strategic thinking ability (low) 1 – 2 – 3 – 4 – 5 – 6 (high) Ability to manage information (low) 1 – 2 – 3 – 4 – 5 – 6 (high) Level of respect within the school community (low) 1 – 2 – 3 – 4 – 5 – 6 (high)
The effectiveness of task groups (low) 1 – 2 – 3 – 4 – 5 – 6 (high) Councillor recruitment and training Information packages for prospective councillors (low) 1 – 2 – 3 – 4 – 5 – 6 (high) Briefing sessions for anyone interested in council (low) 1 – 2 – 3 – 4 – 5 – 6 (high) New councillors know role and responsibilities (low) 1 – 2 – 3 – 4 – 5 – 6 (high) Council has an identified skills matrix (low) 1 – 2 – 3 – 4 – 5 – 6 (high) All councillors receive regular training (low) 1 – 2 – 3 – 4 – 5 – 6 (high)
Strategic planning Understanding of the school’s strategic plan and ability to contribute to its development. Policy making Ability to develop policies for the school in line with its vision and strategic plan. Community knowledge and engagement Knowledge of the school and community and the ability to engage stakeholders and build partnerships. Our skill rating: (Low) 1-2-3-4-5 (High)
By submitting this request you accept the fee of £2 per learner, per exam paper - this is in addition to the registration fee and is non-refundable. Full name and address of who and the exam paper(s) should be sent: Full address of the at which the exam is taking place: (if multiple please include in the invigilator column below) Learners full name Skillsfirst learner no. Is this a resit? Yes / No Date of exam & start time Qualification / Level & Subject Level 1 or 2 & Maths/ ICT /English Reading / Writing (one per row) Invigilator name
Sample Skills Inventory Name Role on team Course load (units) Outside employment (hrs/wk) In each of the following areas, please rate yourself on a scale of 1-4 relative to your IS classmates. 4 = Skilled or experienced – likely well above average 3 = Reasonably skilled or experienced – likely above average 2 = Some skill or experience – likely below average 1 = Little or no experience – likely well average Programming Skills Rating Java Ruby on Rails PHP Python C#.Net HTML CSS JavaScript Other Operating Systems Rating Server Windows Server Linux/Unix Database Systems Rating MS Access MS SQL Server Oracle MySQL Other Multimedia Production Rating Photoshop Illustrator Macromedia Flash Other
BUILD UP AND BREAK DOWN Manual handling of equipment OWN,VEN,EXH,CON 3 Porters employed to assist organisers and exhibitors to unload/load Porters fully briefed and given manual handling brief Instructions and trolleys for use Organisers manual handling instructions 2 Housekeeping OWN, VEN, EXH, CON 6 Events team patrolling exhibition floor at all times and will monitor aisles and gangways Any exhibitors/contractors obstructing will be advised to move equipment Cleaners on site to keep event free from rubbish Exhibitors advised to remain within stand boundary Layout of stands to ensure good flow of movement 4 Vehicle movement OWN, VEN, EXH, CON 9 Traffic marshals in place to manage traffic Vehicular displays supervised upon entry to hall and subject to venue regulations Clear build up and breakdown access procedures given to all exhibitors, once unloaded/loaded vehicles moved to avoid overcrowding Separate allocated for contractor and exhibitor build up 3 Slips, trips and falls OWN, VEN, EXH, CON 6 Events team will be advised to monitor slip hazards and eliminate whilst walking around the event New carpet laid by professional contractor for this event 4
Date Topic AAOS Chapters Homework Skills covered Time 9/15/2018 Enrollment, preparatory Chapters 1-8 Chapters 1-8 Preparatory 8:30-6pm 9/22/2018 Patient assessment, airway, pharm, shock. Test section 1, Chapters 9-11 Chapters 9-12 Airway 8:30-6pm 10/27/2018 Medical Test section 2-4 Chapters 14-23 Chapters 14-19 Assessment Medical 8:30-6pm 11/3/2018 Medical Test section 6 Chap. 14-19, Chapters 20-23 Medical, behavioral & OB 8:30-6pm 11/17/2018 Trauma Test Section 6 part 2 Chap. 20-23 Chapters 24-32 Trauma 8:30-6pm 12/8/2018 Special Population Test section 7 Trauma, chapters 33-36 Chapters 33-36 Trauma 8:30-6pm 12/15/2018 Skills Test section 8 Chapters 37-40 Infant/ operations 8:30-6pm 1/5/2019 Skills Test Section 9 Final written prep. Remediation 1/19/2019 Capstone Final written Final capstone 1/26/2019 Capstone Final Practical Practical 8:30-Finish NIMS will be conducted at student’s leisure prior to conclusion of course. Homework will be conducted online and students will take section exams at each class.
Skills and Knowledge-Psychology of Health and Fitness Learning Targets and Learning Goal Learning Targets/ Activities: 4 In addition to score 3.0 performance, the student demonstrated in-depth inferences and applications that go beyond what was taught. 3A-I am learning how to create a plan to help me train for my 5K event. Activities: Reflection journal or log for specific workouts/action plan to work towards personal fitness goal Compare and contrast of health-related and skill-related components with exercises. 3B-I am learning how to create my fitness portfolio to help guide my workouts and meet my overall goals. Activities: Reflection journal or log for specific workouts/action plan to work towards personal fitness goal Daily fit log Goals with incentives 3C- I can apply my current level of skills and knowledge to monitor and change my behavior-modification plan. Activities: Create a personal workout plan to put into a portfolio utilizing personal fitness data points Analyze the impact of personal motivation by reflection and level of intensity. Analyze impact of different barriers/accessibility in participating in physical activity. Identify and analyze different choices that impact participation in physical activity throughout life. 3 Students: 3A- Creates a plan, trains for and participates in a community with a focus on physical activity (e.g., 5K, triathlon, tournament, dance performance, cycling event.) (S3.H6.L2) 3B- Develops and maintains a fitness portfolio. (e.g., assessment scores, goals for improvement, plan of activities for improvement, log of activities being done to reach goals, timeline for improvement). (S3.H11.L2) 3C- Analyzes the impact of life choices, motivation, and accessibility on exercise adherence and participation in physical activity. (S3.H5.L2) 2 Students: 2A- Recognize and complete students’ workout regimen 2B- Create a SMART goal utilizing your current level of physical fitness skills and knowledge (S3.M8.6) 2C- Recognize and monitor a behavior-modification plan which aligns to overall workout plan. Vocabulary: Etiquette Safety FITT Principal SMART Goal Feedback Proper Technique Fitness Components Muscular Strength Muscular Endurance Cardiorespiratory Endurance Flexibility Body Composition
CP-12 Skills Assessment - Safety & Occupational Health (018) See instructions on page 5 Section I – Personal Information 1 Name: 2 Date: 3 Job Title: 4 Pay Plan, Series, & Grade (e.g. GS-0018-12) 5 Current Organization: 6 Description of Current Position: 7 Total Years Experience in CP-12 Career Management Program: 8 Total Years Experience in Safety Program Management: 9 College Degree 10 College Credits in Safety Field Section II – Professional Certificates or Certifications 11 Certificate or Certification Title/Source 12 Effective Date a b c Section III – Required Fundamentals for Interns (Online Courses/Equivalent) 13 Course PreReqs for 15 Week Intern Program (not required for the CP12 Professional Certificate) 14 Completion Status 15 Equivalent Training 16 Creditable Experience 17 Date Completed a Introduction to Ammunition (DAC Course # AMMO 45; # b US Army Explosives Safety Familiarization (DAC Course # ATTRS # 4E-F44/645-F28(DL)) c Commander’s Safety Course d Additional Duty Safety Course e Action Officer Development Course f Risk Management Course (resident or DL) g Contracting for the Rest of Us h Supervisor’s Safety Course i Systems Safety in Systems Engineering j Toxicology Tutorial 1 – Basic Principles k Military Briefings l Theories of Accident Prevention m Radiologic Emergency Management (FEMA) n Basic Math Tutorial o Effective Communication p Emergency Planning q Systems Acquisition Management r Accident Avoidance Course for Army Motor Vehicle Drivers s HBS Writing Skills r Ammunition Publications (DAC Course # AMMO 78, ATTRS # 4E-F62/645-F46(DL)) u Range Operations Professional Development ROPD Phase 4A v CES Foundation Course CP-12 Form 3.0, April 2014 Section IV – Level 1 Skills (Please evaluate and attach evidence of skills)…
Skill area Description of specific Evidence of skill How am I doing? Communication and Dissemination Demonstrate effective verbal presentation skills I have presented a number of well-received conference talks, delivered internal seminars to fairly large audiences. Received mostly positive feedback; would like to tackle nerves though! I do this well; room for some improvement Personal and interpersonal Manage yourself, your time, your workload and work-life balance I aim to set some basic ‘to do’ lists every day; aim to set blocks of time aside to work on specific tasks (though doesn’t always happen!) I wish to improve Blank template for you to complete We’d encourage you to complete this electronically so you can add/delete rows as appropriate. Skill area Description of specific skill Evidence of skill How am I doing? Research Skills
Surname/Family Name Date of Birth / / Home Address Postcode Parent or guardians email Parent or guardians tel/mobile School Gender (please tick) Male Female You and your membership Member Status (please tick) BWB Member New Member Main Club (where applicable) Does your child have any allergies or medical conditions Disability Which Skills Camp will you be attending? Region Skills Camp Young Activators Course Scotland Northern Ireland Wales North East North West Yorkshire and The Humber East Midlands West Midlands East South East London South West Emergency Contact Name of emergency contact Relationship to young person Contact number
Position Prepared By: Date: Minimum Requirements Interviewee Name: Interviewee Name: Interviewee Name: Comments Rating Rating Rating 1) 2) 3) 4) 5) 6) Preferred Qualifications Comments Rating Rating Rating: 1) 2) 3) 4) TOTAL
SKILLS DEVELOPMENT LEVY RETURN FORM Please submit the Return Form to the following address: SkillsFuture Singapore Agency Corporate Services Division 1 Marina Boulevard #18-01 One Marina Boulevard Singapore 018989 Payment¹ Details: Important : 1) Cheque should be crossed and made payable to the “Skills Development Fund”. 2) Organisation’s name and UEN / SDL Entity Number should be indicated on the reverse side of the cheque. Name of Organisation: UEN / SDL Entity Number : Mailing Address : Singapore Enclosed Cheque : Name of Bank: Cheque Number : Payment Amount : S$ Period of SDL payment (State Month and Year): From To Contact Person : Tel. Number Email: ¹Please complete the Payment Details if you are making payment by cheque. SDL Liability Declaration: Liability Period Employer’s Declaration SDL Liability Month (MM/YYYY) SDL Payable ($) SDL Paid ($) Total Note: If the space in the provided table is not sufficient, please continue to provide additional details on a separate sheet of paper Acknowledgement & Declaration: I, the undersigned, confirm that the information submitted to the SkillsFuture Singapore Agency in this Return Form is true and correct. I understand that it is an offence under Section 11 of the Skills Development Levy Act (Cap 306) to make a false return or give false information in relation to any person’s liability to pay the Skills Development Levy. ____________________________ _________________ ________________ ___________ Name & Signature of Officer* Designation* Company Stamp Date *Return Form must be signed by a Director, Manager, Partner, Company Secretary or any other equivalent Designations within your organisation.
Employment by region In 2011, the bulk of employment in the Electricity and Gas industry was located in Metropolitan Victoria, with the highest proportion of employment (44 per cent) in the Western Metropolitan area. Figure 3.7: of Electricity and Gas employment in metropolitan and regional Victoria, 2011 44% 14% 3% 2% 2% 3% 11% 12% Barwon South West Loddon Mallee Northern Metropolitan Southern Metropolitan Western Metropolitan Eastern Metropolitan Regional Victoria Metropolitan Victoria Source: Department of State Development, Business and Innovation (2013) LGA Employment Forecasts Occupations in demand Table 3.1 highlights the occupations at four-digit ANZSCO level (Australian and New Zealand Standard Classification of Occupations) that align to the Electricity and Gas industry. Note that while some occupations also align to other industries, the figures shown are specific to the Electricity and Gas industry. Forecasts presented in the estimate the employment growth and replacement demand in terms of the average number of jobs required for each occupation annually up to 2017-18. Employment growth is the net number of new jobs that the occupation is currently forecasting within the industry. Replacement demand is the number of existing workers that are forecast to leave each occupation through retirement, moving on etc. that require replacing to meet existing employment needs. Across all occupations in the Electricity and Gas industry, the projected average annual employment needs between 2012-13 and 2017-18 are for around 780 workers per year to satisfy employment growth and replacement demand.
35% ‘Other’ includes ‘To get into another course of study’, ‘For personal interest or self-development’, ‘To try for a different career’, ‘To develop my existing business’, ‘To start my own business’. Electricity and Gas All Industries
Skills First Youth Access Initiative Creating endless possibilities for young people! Background If a young person is aged under 22 years and ‘has been’ or ‘currently on’ a Child Protection Order or a Youth Justice Order, they may be eligible to study under the Skills First Youth Access Initiative and pay no tuition fees. 2016 – 2026. SKILLS FIRST YOUTH ACCESS BETTER FUTURE SKILLS FIRST YOUTH ACCESS INITIATIVE BETTER FOR YOUTH INITIATIVE THE
SKILLS FIRST YOUTH ACCESS INITIATIVE PLACING the needs of young people first The Skills First Youth Access Initiative focuses on creating a viable pathway to education and employment that greatly improves the young person’s chance to break out of the cycle of disadvantage. INITIATIVE PATHWAYS for FOR young people! Summary of the Program Purpose What? Who is eligible for the Initiative What can you study? To reduce barriers and increase access for disadvantaged young people to participate in education and training. Tuition fee waiver – eligible young person will not have to pay tuition fee for undertaking government subsidised accredited training. The person must be: under 22 years as at 01 January in the year of first commencing education and training; and ‘has been’ or ‘currently on’ a Child Protection Order or a Youth Justice Order. The tuition fee waiver will be provided to eligible young persons to study the following accredited Government subsidised training: the Victorian Certificate of Applied Learning (VCAL); the Victorian Certificate of Education (VCE) Certificates I – IV SKILLS FIRST ACCESS
RTO Code and Name: Submission ID (provided by SmartyGrants): QUALIFICATIONS AND SKILL SETS Number of Places Employer name (if applicable) Qualification/ Skill Set National Code Qualification / Recognised Skill Set Title Nominal Co-Contribution % Cost per learner (without Full cost per learner $ (including Total cost $ Full cost per learner Budget breakdown % Region Delivery Assessment Resources Administration
TRAINING REQUESTED – RTO QUALIFICATIONS DETAILS - Use this table for qualifications or recognised skill sets that are listed as such in a training package. PURCHASING CONTRACT ID (office use) Contribution% Type a whole No. eg 10, 20 Employer Name if known Number of Places Qualification/ Skill Set National Code Qualification / Recognised Skill Set Title Nominal Hours Full cost per learner $ Total cost excl. Contribution Office Use Only SKILL SETS REQUIRED List groups of units in the same row where they are to be delivered as a single Skill Set Program Complete a different row for each Skill Set Program TO
The Qualification National Code must be listed for each unit that will be delivered for the purpose of Scope of Registration validation by Skills Tasmania. If the units of competency come from the one qualification, then list that single qualification only. Laurel Nominal Hours per unit are listed at . Total program nominal hours per person should reflect a typical skill set program. This figure is the total of the actual Laurel nominal hours for the requested unit(s). Please note that this figure will dictate the hourly rate. Full cost includes pre-requisites and expected contribution, per learner Total cost excluding Contribution (number of places x cost, less Contribution amount). Skill set places are defined as: 1 person doing 1 skill set PURCHASING CONTRACT ID (office use) Program Name (office use only) Employer name if known Contribution% Type a whole No. eg 10, 20 Number of Places Qualification Code Unit Code and Title Total program hours per person Full cost per learner $ Total cost excl. Contribution Office Use Only Total amount applied for in submission $
Shell Length in mm Group A Group B 46 23 50 28 45 41 45 31 63 26 57 33 65 35 73 21 55 38 79 30 62 36 59 38 71 45 68 28 77 42 Complete the table below: Group A Group B Mean Median Mode Range SE **95% CI **CI = mean ± (SE x 2) Based on the statistics on the previous page, should you accept or reject the Null Hypothesis? Explain. Based on the statistics calculated on the previous page, what can you conclude? What does this data and the statistics tell us about the two sets of bivalves and their environment? The Chi Square Test
Skills Practice 12.3: Readiness to Implement a Organization Skill Objective 1. To perform a formal evaluation of an organization’s readiness to implement a organization. Directions Step 1: Students should work in small groups of 3-4 to complete this assignment. Each group will need to identify an organization that can be used to conduct a readiness assessment. Many types of organizations can be used such as a student organization, a small business, an academic department or program, etc. Step 2: Once an organization has been identified, students should ask members of the management/leadership team to complete the Organization Readiness Assessment (See below for a copy of the instrument). Ideally, a sample of 3-5 members/staff from the organization should be asked to complete the same survey. Step 3: Once the surveys have administered, students should calculate the overall average score (based on responses to all questions) for the leader/manager group or respondents and a separate average score for the member/staff group respondents. Some general guidelines for interpreting the mean scores for the Organization Readiness Assessment are: Very High Readiness to Become a Team-Based Organization: 4.5-5.0 High Readiness to Become a Team-Based Organization: 4.0-4.4 Moderate Readiness to Become a Organization: 3.5-3.9 Low Readiness to Become a Team-Based Organization: 3.0-3.4 Very Low Readiness to Become a Organization: <3.0 Step 4: Students should now try to better understand why the readiness scores came out the way that they did for the leader/manager group and the member/staff group. This can be done by looking at the scores for individual items on the survey. Step 5: Students should identify some actions that could be taken to help the organization to enhance its overall readiness to become a team-based organization.
who contribute to the success of the organization. Question Strongly Disagree Disagree Neither Agree Nor Disagree Agree Strongly Agree 7. The organization has a culture that values and supports empowerment of members. 1 2 3 4 5 8. The leadership team promotes collaboration and teamwork to others in the organization. 1 2 3 4 5 9. The leadership team models appropriate collaboration and teamwork behaviors to others in the organization. 1 2 3 4 5 10. The leadership team is open to considering new ideas that can help the organization to enhance its effectiveness. 1 2 3 4 5
Skills Practice 13.2: Worksheet for Preparing for Interview Questions Regarding Teamwork Directions: Please use the table below to identify a set of interview questions about teamwork and formulate a response to each question. Feel free to refer to some of the readings for this chapter that address this issue. Interview Question about Teamwork Your Response to This Question
Skin Typing Worksheet Name ___________________________________________ Date ____________________ Skin Score 0 1 2 3 4 What is your eye color? Light Blue or Grey Blue or Green Hazel or Light Brown Dark Brown Brownish Black What is your natural hair color? Red or Sandy Red Blonde Dark Blonde or Chestnut Brown Dark Brown Black What is the of your skin (unexposed areas)? Reddish Very Pale Pale with Beige Tint Light Brown Dark Brown Do you have freckles on exposed areas? Many Several Few Incidental None What happens when you stay in the sun too long? Painful, and peeling Blistering followed by peeling Burns, sometimes- followed by peeling Rarely burn Never burn To what degree do you turn brown? Hardly ever or not at all Light tan Reasonable tan Tan very easily Turn dark brown quickly How does your face respond to the sun? Very sensitive Sensitive Normal Resistant Very resistant When did you last expose yourself to the sun, tanning beds, or self-tanning creams? More than 3 months ago 2-3 months ago 1-2 months ago Less than 1 month ago Less than 2 weeks ago How is the area that you want treated exposed to the sun? Hardly ever Sometimes Often Always Skin Score Skin Type 0-7 I 8-16 II 17-25 III 26-30 IV Over 30 V - VI __________ Skin Score (total number) Signature ______________________________________
help to avoid unnecessary excisions of benign moles UVscan Prevention is the Cure! The sun also has its side.. Melenoma skin cancer can arise from moles to that often have been inconspicuous over years or suddenly appear on healthy skin. In recent years the number of melanoma cases has increased significantly risk factor is excessive exposure to sunlight. Therefore avoid intensive sunbathing and an eye on your skin! We can implement microscopic mole examinations with 20-70X magnification and auto focus for all zoom levels. The "screening" mode allows a fast examination of nevi without saving the images. Much more comfortable than using a hand dermatoscope! Mole Mapping is the most advanced method for diagnosis of skin cancer Worldwide With the medical camera Dr Solomon takes microscopic photos of your moles(digital dermoscopy). Additionally , he takes overview images of your body to localize the moles and find them again at follow up visits. The mole images can be measured, analysed and stored in a digital database.
Table S1: Refinement details for the single crystal X-ray diffraction of CeNbO4.25. Crystal size 0.1 x 0.1 x 0.1 mm Crystal system Monoclinic group P121/c1 (no. 14) Temperature 298 K Unit cell dimensions a (Å) 14.3732(8) b (Å) 22.7921(12) c (Å) 11.8319(6)  (°) 105.071(2) V (Å3) 3742.8(3) Z 48 Density (g cm-3) 6.3233  (cm-1) 17.903 Radiation Mo K (0.71069 Å) Collection limits (,°) 1.47-32.63 Data measured 67054 Unique reflections 13566 Reflections with I ≥ 3(I) 8604 R 0.0431 Rw 0.0945 GOF 1.79 D residual (e Å-3) + 4.99 - -3.93 Table S2: Refined atomic positions and anisotropic displacement parameters for CeNbO4.25 derived from single crystal X-ray diffraction. S.G. a = 14.3732(8) Å c = 11.8319(6) Å P121/c1 b = 22.7921(12) Å β = 105.071(2)° Site x y z UIso Ce4+(1) 0.57897(4) 0.19103(2) 0.08329(4) 0.00732(15) Ce4+(2) 0.56366(2) 0.21997(5) 0.00842(14) Ce4+(3) 0.24153(4) 0.18156(2) 0.72620(5) 0.00808(15)
Effects of the Sun on the Skin Name the main benefits of sunlight. What are some of the benefits of the sun’s UV rays? How are these rays harmful? Causes How do UV rays affect normal cell division? Why do some people have a greater chance of developing skin cancer compared to others? Tumors What are the main differences between benign and malignant tumors? Common Risk Factors What are the five most common modifiable risk factors of skin cancer? How can where you live increase your chances of developing skin cancer? How does genetics play a role? What is actinic keratosis?
apply your Environ evening skin regime. Follow with a thin layer of the Hydrating Clay Masque and leave on overnight. Remove the next morning with your preferred Environ cleanser and follow with your Environ morning skin routine. WARNING: Avoid contact with the eyes. If contact occurs, rinse carefully with tepid water. Product Package Size: 50 ml (1.69 fl oz.) Plastic Tube Shelf Life: 24 months unopened 10 - 12 weeks period after opening
Skills Action Plan Skill to be addressed Possible resource (e.g. workshop, 1:1 appointment, online resource, MOOC, or independently) Timescale (when do you aim to complete this training/apply this resource by?) Outcome (i.e. how will you measure your success? E.g. evidence of application, increased confidence) Priority 1: Priority 2: Priority 3: Priority 4: Priority 5:
Sea School Training Vessel Preparation checklist Safety Equipment PFD per person Waterproof dry bag(s) Mobile phone V- Sheet Flares in date Torch Aid kit Fire extinguisher Bucket with lanyard x2 VHF radio with Whistle Other Equipment Small bailer and sponges 4 paddles Anchor with 2m chain + 30m rope Compass Skippers folder Fuel sufficient for voyage with reserve Food & water sufficient with reserve Pre- Checklist Skippers meeting Prevailing & forecast weather Tides and expected course Log on, check updated infomation Radio & communication check Deck & clear Sails and rigging operational Tiller and rudder action Engine checks: fuel supplies/condition oil level propeller action cooling water flow if applicable Operations logbook – review history All crew have: Sun protection Shoes Rain Notes : Services, Repair, Replacements, Safety equipment Sea School Operational Procedures Checklist Before the program:
to attract a large number of staff without a Year 12 or equivalent education, and who have lower levels of literacy and numeracy skills. Certificate II in Retail is a critical starting point, but a long-term approach to basic skills development is needed before further progression can take place. Consulting Group and VECCI (2012) The Future of Skills in Services in Victoria, Report to the Victorian Government Department of Business and Innovation.
Occupation Course name Subsidy band 2012 2013 Sales Representative (Building and Plumbing Supplies) Certificate II in Timber Merchandising Band B <10 <10 Certificate III in Timber Merchandising Band B 10 10 Total 10 10 Small Engine Mechanic Certificate III in Outdoor Power Equipment Band A <10 <10 Total <10 <10 Stock and Station Agent Certificate III in Rural Merchandising Band B <10 10 Total <10 10 Visual Merchandiser Diploma of Visual Merchandising Band D 350 300 Total 350 300
Indemnity Document I/We the applicant: ___________________________________________________________ “The applicant agrees to take out and keep current during the permit period public liability insurance for a minimum of ten million dollars and further agrees to indemnify and to keep indemnified Council against all actions, costs, claims, charges, expenses, penalties, demands and damages whatsoever which may be brought or made against Council arising out of in relation to the permit.” Signature: ____________________________________________ Date: ___________________ Print name: ___________________________________________________________________ On behalf of: __________________________________________________________________ In the presence of: _____________________________________________________________ Name and address of witness: ___________________________________________________ .
The Skipton Road Dance A dance devised by Chas Marshall for Betty Lupton’s Ladle Laikers. The dance was named after the Skipton Road in Harrogate where the leader of the team lived at that time. The name is also a play on words of the dance names such as the “Road Dance” and “Stage Dance” of the Mawdsley/Leyland/Keswick group. Set: 8 dancers in column formation Music: Lillibulero/News of the Victory Stepping: A sequence of 2 steps and 4 single steps throughout the dance. Start right foot across. Arms: The was designed to be done with large fluffy crepe paper shakers. During Figures – as Grove Park Polka for polka steps. "At rest" during single steps – i.e. at chest level sticks pointing vertically. During Chorus - sticks are in the vertical plane throughout as follows: 1st polka – together at chest level, sticks vertical 2nd polka – arms out to sides in a straight line at shoulder level 1st single – arms swing overhead keeping sticks vertical and not crossed 2nd single – arms out to sides in a straight line at shoulder level 3rd single – arms swing overhead keeping sticks vertical and not crossed 4th single - arms out to sides in a straight line at shoulder level Figures: Sequence Figure Tune Bars Once To Yourself Lillibulero – A 8 Chorus Lillibulero – A 8 Centres Lillibulero – BB 16 Chorus Lillibulero – A 8 Dance Through Lillibulero – BB 16 Chorus Lillibulero - A 8 Figure Eight News of the Victory - AABB 32 Chorus Lillibulero – A 8 Lines Lillibulero – BB 16 Chorus Lillibulero – A 8 Diamonds Lillibulero – BB 16 Chorus Lillibulero - A 8 Shamrock News of the Victory - AABB 32 Sticks Down Lillibulero - A 8
Appendix A Table 5.1: Enrolments by occupation, course and subsidy band, 2012-2013 Occupation Course name Funding band 2012 2013 Animal Attendants and Trainers (n.e.c.) Certificate I in Animal Studies Band B 10 20 Certificate II in Animal Studies Band B 250 150 Certificate III in Animal Studies Band B 60 100 Certificate III in Animal Technology Band B <10 10 Certificate III in Captive Animals Band B 20 10 Certificate III in Companion Animal Services Band B 150 100 Certificate IV in Companion Animal Services Band B 100 150 Total 550 550 Automotive Electrician Certificate III in Automotive Electrical Technology Band A 300 350 Total 300 350 Beauty Therapist Certificate III in Beauty Services Band C 1,300 1,700 Certificate III in Nail Technology Band C <10 - Certificate IV in Beauty Therapy Band C 1,300 1,800 Diploma of Beauty Therapy Band D 2,200 1,400 Total 4,700 4,900 Bicycle Mechanic Certificate II in Bicycle Mechanical Technology Band C - <10 Certificate II in Bicycles Band C 40 20 Certificate III in Bicycle Workshop Operations Band C - <10 Certificate III in Bicycles Band C 10 <10 Total 50 30 Business Machine Mechanic Certificate II in Business Equipment Servicing Band B <10 - Certificate III in Business Equipment Band B <10 <10 Total <10 <10 Civil Celebrant Certificate IV in Celebrancy Band C 80 Total 80 40 Drycleaner Certificate III in Dry Cleaning Operations Band B 40 20 Total 40 20
Occupation Course name Funding band 2012 2013 Certificate III in Heavy Commercial Vehicle Mechanical Technology Band A - 10 Certificate III in Light Vehicle Mechanical Technology Band A - 30 Certificate III in Marine Band A 80 70 Certificate III in Marine Mechanical Technology Band A - <10 Certificate III in Mobile Plant Technology Band A - <10 Certificate III in Motorcycle Mechanical Technology Band A - <10 Certificate III in Motorsport Band A 70 70 Certificate III in Motorsport Technology Band A - <10 Certificate III in Recreational Vehicle Service and Repair Band B - <10 Certificate III in Recreational Vehicle Servicing Band B 20 - Certificate IV in Automotive Management Band B <10 <10 Certificate IV in Automotive Mechanical Diagnosis Band A - 100 Certificate IV in Automotive Performance Enhancement Band A <10 30 Certificate IV in Automotive Technology Band A 500 700 Certificate IV in Motorsport Band A 20 20 Certificate IV in Motorsport Technology Band A - <10 Diploma of Automotive Management Band C 30 <10 Diploma of Automotive Technology Band C 20 <10 Diploma of Motorsport Band C <10 - Total 5,400 6,800
Presentation Rubric Student Presentation Rubric Organization 1 2 3 4 Total Organization 15 Audience cannot understand presentation because there is no sequence of information. Audience has difficulty following presentation because student jumps around. Student presents information in logical sequence which audience can follow. Student presents information in logical, interesting sequence audience can follow. Rich variety and usage of required vocabulary, and appropriateness of content 20 Student does not have grasp of information; Student did not make a coherent presentation of material Student is with information and is able to rudimentary mastery of required vocabulary. (frequent errors) Student a somewhat appropriate presentation of material Student is able to demonstrate usage of minimal # of vocabulary expressions. Student makes a satisfactory and appropriate presentation of material Student full mastery over a wide range of vocabulary (more than minimum required) . Student makes a well constructed and coherent of material Grammar/structure 40 Student's presentation has four or more structural and/or grammatical errors. has four or more grammatical errors. Presentation has no more than two grammatical errors. has no syntax or errors.
Count and record the number of radioactive “undecayed” Candium atoms (‘S’ side up) remaining. Record in the data table. Repeat steps 2, 3 and 4 until all the candies “decayed” (flipped ‘S’ side down) or 10 shakes of the cup-which ever happens first. Data Table Time (# of shakes) Half Lives Number of “undecayed” radioactive Candium atoms remaining with the “S” side up. “Parent” Number of Buttonium atoms. The stable “daughter” atoms. 0 50 0 1 2 3 4 5 6 7 8 9 10 Data Analysis
Weathering and Erosion with Skittles Over time, rocks that are exposed at Earth’s surface undergo mechanical and chemical weathering. Mechanical processes break down rock into small particles called sediment. Chemical processes can be caused by weak acids that react with minerals in the rock to produce new substances. Materials: colored pencils or crayons graduated cylinder with 50-100 mL of water pipette (water dropper) skittles (1 per student is sufficient) tin pan Procedure: Use the pipette (water dropper) to squeeze 10 drops of water onto your skittle from a distance of roughly 6 inches. Record your results in visual format. (draw what it looks like in the box below using colored pencils or crayons Record your results in written format (describe what is happening). Repeat steps 2 and 3 after 20, 30, 40, and 50 drops 10 Drops 20 Drops 30 Drops 40 Drops 50 Drops Visuals Written
Labour market characteristics Employment by age A high proportion of the and Waste Services industry workforce is within the middle to older age cohorts of 35 years and older – representing 67 per cent of total industry employment compared to an average across all Victorian industries of 61 per cent. Consequently, the proportion of the workforce falling within all other age cohorts is lower than the Figure 3.4: Proportion of employment by age, Victoria, 2012-13 Water and Waste 10% 23% 25% 22% 20% average across all industries. All industries 16% 23% 21% 17% 15-24 25-34 35-44 45-54 55+ Source: Monash Centre of Policy Studies Employment Forecasts, June 2013 Employment by gender The Water and Waste Services industry employs a higher proportion of men (70 per cent) than women (30 per cent). The all-industry average is 54 per cent male compared with 46 per Figure 3.5: Proportion of employment by gender, Victoria, 2012-13 cent female. Water and Waste 30% 70% All industries 46% 54% Females Source: Monash Centre of Policy Studies Employment Forecasts, June 2013
accounted for the highest proportion of trainees, representing 92 per cent of traineeship enrolments. Government Skills Australia, Environmental Scan 2013 The highest subsidy levels are allocated to courses their contribution to the economy is assessed as high, and where government subsidy is seen as essential to enable delivery of and participation in training. Lower subsidy levels may indicate evidence of over-supply, or that less government support is required to promote training in these areas. For example, diplomas often attract subsidy rates in recognition of the greater private benefits flowing to students from completing these qualifications and because students can access financial support through VET FEE-HELP to meet upfront costs.
Figure 4.2: Water and Waste Services industry training providers and enrolments, 2013 Grampians 0 providers 0 enrolments Loddon Mallee 1 provider 20 enrolments Hume 3 providers 60 enrolments Barwon West 3 providers 20 enrolments See metro inlay Gippsland 0 providers enrolments Western metro (inc. CBD) 1 provider <10 enrolments Northern 1 provider <10 enrolments Eastern metro 1 provider <10 enrolments Southern metro 3 providers 50 enrolments
Appendix A Table 5.1: Enrolments by occupation, course and subsidy band, 2012 and 2013 Occupation Course name Funding band 2012 2013 Earth Science Technician Diploma of Water Operations Band C 10 - Total 10 - Environmental Consultant Vocational Graduate Certificate in Water Industry Leadership Band C - Total <10 - Recycling or Rubbish Collector Certificate II in Asset Maintenance (Waste Management) Band C - Certificate III in Asset Maintenance (Waste Management) Band C 150 70 Certificate III in Waste Management Band C - <10 Certificate IV in Asset Maintenance (Waste Management) Band C 50 20 Certificate IV in Waste Management Band C - 20 Total 200 100 Water or Water Plant Operator Certificate I in Water Sustainability Band 20 - Certificate II in Water Operations Band B 10 20 Certificate III in Water Operations Band B 20 20 Certificate IV in Water Operations Band B <10 Total 50 50 Grand Total 300 150
Learn the snowmobile traffic laws and regulations for the area. Many areas prohibit using snowmobiles on public roads. Some places have minimum age requirements for drivers. Follow all manufacturing requirements for maintenance of the snowmobile to ensure optimum results from the machine. Follow the speed limits as designated by the snowmobile manufacturer. Refer to your company’s policies prior to attempting to tow anyone or anything. Sit with your body midway back on the seat, and your feet firmly on the running boards. Keep your knees and hips released to absorb shock. When downhill, maintain light throttle pressure, ensure a low centre of gravity, and apply brakes lightly but frequently. When dismounting: turn off engine, assess snow conditions prior to dismount, anticipate stepping into deep soft or rotten snow, flex knees and lower body accordingly. Prepare to walk or stand on steep slope. Be sure to instruct passengers safe snowmobiling practices and orient them prior to riding. Never drive a snowmobile if you are not trained to do so or in unfamiliar terrain. Do not allow public snowmobiling on the mountain. Do not stop traversing a side hill as it will cause the vehicle to roll. Yield at merge points, be aware of potential skier traffic and control speed according to conditions. Be sensible about stopping at roads. Avoid tailgating. Control speed according to conditions. Never drive on un-established and unmarked trails or in banned areas. Use extra caution when driving in bad weather. Check warnings for snow, ice, and wind chill conditions before starting. Don’t up at the top of a hill. Slow down. A cliff, snow bank, or other unforeseen hazard could be on the other side. When driving at night, use extra caution because unseen obstacles could be fatal. Do not drive faster than your headlights will allow you to see. Wherever possible, avoid open water and known buried creeks, etc.