zilongwang/ReadingBank huggingface dataset:
For Authority subjects Study of Religion 2008 The purpose of this audit tool is to enable schools to compare the requirements of their assessment program with the minimum assessment requirements of the syllabus, and to subsequently consider possible amendments to their school work program. Assessment instruments required in Year 12 (including objectives and dimensions assessed) Conditions required by the syllabus, e.g. word length, time, genre School assessment instruments (including objectives and dimensions assessed) Conditions in school work program Variations Refer to syllabus verification and post-verification requirements Refer to the syllabus assessment section Refer to the school’s approved work program Refer to the school’s approved work program How does the school’s assessment program differ from syllabus requirements? Verification requirements Minimum of four instruments and a maximum of six instruments demonstrating a range of techniques, including: three instruments which assess all of the exit criteria one instrument based on unseen question/s an extended written response response to stimulus Syllabus, p. 64 School assessment program
a multimodal presentation. Assessment categories Multimodal assessment Must assess all three criteria: Knowledge and understanding Evaluative processes Research and communication. Instruments may be the result of an ethnographic investigation, research work or investigation. Instruments may take a variety of forms including: a seminar presentation a debate development of a video, website or computer software program a folder of photographs. Syllabus, p. 57 Extended written response May assess all three criteria: Knowledge and understanding Evaluative processes Research and communication. Forms: feature article editorial persuasive, analytical or argumentative essay. Conditions: supervised (600–800 words) research assignment words) Syllabus, pp. 57–58 Response to stimulus May assess all three criteria: Instruments must require students to reason judgments about specific questions.
Knowledge and understanding Evaluative processes Research and communication Conditions: length may vary from short response to extended responses, such as essays. Syllabus, p. 58 Short response/s May assess all three criteria: Knowledge and understanding Evaluative processes Research and communication. Forms: short answer paragraph response exercises responses to unseen stimulus visual images, promotional materials. Conditions: approximately 150 words unseen question supervised exam conditions. Post-verification requirements One assessment instrument from the following: response to stimulus short response/s multimodal assessment extended written response. May assess all three criteria: Knowledge and understanding Evaluative processes Syllabus, p. 64
Semester Elective title and integration of core perspectives Show relative emphasis of core perspectives using * / ** / *** Approximate time (hours) Assessment instrument number Assessment technique, description of instrument, assessment conditions Formative or Summative Dimensions Knowing and understanding Applying and examining Producing and evaluating Personal Relational Spiritual 1 F F F 2 F F F 3 S S S
Section 3: Student profile Semester Unit Assessment instrument no. Assessment instrument Formative or Summative Knowing and understanding Applying and examining Producing and evaluating 1 F F F 2 F F F Interim standards Interim Level of Achievement 3 S S S 4 S S S Exit standards Exit Level of Achievement
B composite arrangement Show relative emphasis of core perspectives using * / ** / *** Approximate time (hours) Assessment instrument number Assessment technique, description of instrument, assessment conditions Formative or Summative Dimensions Semester Elective title and integration of core perspectives Knowing and understanding Applying and examining Producing and evaluating Personal Relational Spiritual 1 F F F 2 F F F 3 S S
Section 3: Student profile Semester Unit Assessment instrument no. Assessment instrument Formative or Summative Knowing and understanding Applying and examining Producing and evaluating 1 F F F 2 F F F Interim standards Interim Level of Achievement 3 S S S 4 S S S Exit standards
Stillwater National Wildlife Refuge Public Use Map – updated December 2016 09-10snwrmap revss NOTES: Binoculars or spotting scopes are best for viewing wildlife. Please remain in your vehicle, walk paths or parking areas in the sanctuary. Pets must be leashed or in your vehicle except in the hunt area. Boating allowed during waterfowl hunt season in hunt area only. There is a 200yd. Retrieval Zone from Division Rd north, no loaded firearms in this area. Watch for iced/frozen areas!
Topic #1: Cell Biology 1.4: Membrane Transport Skeleton Notes Syllabus Statement Guidance 1.4.U1 Particles move across membranes by simple diffusion, facilitated diffusion, osmosis, and active transport. 1.4.U2 The fluidity of membranes allows materials to be taken into cells by endocytosis or released by exocytosis. 1.4.A1 Structure and function of pumps for active transport and potassium channels for facilitated diffusion in axons. 1.4.A2 Tissues or organs to be used in medical procedures must be bathed in a solution with the same osmolarity as the cytoplasm to prevent osmosis. 1.4.S1 Estimation of osmolarity in tissues by bathing samples in hypotonic and hypertonic solutions (Practical 2) Osmosis experiments are a useful opportunity to stress the need for accurate mass and volume measurements in scientific experiments. Recommended resources: Allott, Andrew. Biology: Course Companion. S.I.: Oxford UP, 2014. Print.
6.3.A1: Causes and consequences of blood clot formation in coronary arteries AND Review: 6.2.A3: Causes and consequences of occlusion of the coronary arteries. Atherosclerosis - areas of the artery wall become damaged. - release encouraging growth of fibrous tissue. - builds up in damaged This eventually forms and the artery eventually loses its elasticity. Activity: - Atherosclerosis can lead to blood clots and if these occur in the myocardial tissue, we call it coronary heart disease. - A myocardial infarction ATTACK) occurs if a coronary artery becomes completely blocked. - Coronary muscle tissue dies as a result of a lack of blood and oxygen. Watch the video and take notes:
the thorax: Structure Inspiration Expiration Diaphragm Moves downward and flattens Moves upwards and becomes more domed Ribcage Moves upwards and outwards Moves downwards and inwards. Antagonistics pairs of muscles are needed to cause these movements Inspiration Expiration Volume and pressure changes Volume inside thorax increases and consequently the pressure decreases The volume inside thorax decreases and consequently the pressure increases. Inspiration Expiration Movement of the diaphragm Diaphragm The diaphragm contracts so it moves downwards and pushes the abdomen wall out The diaphragm relaxes so it can be pushed upwards into a more domed shape Abdominal wall muscles Muscles in the abdomen wall relax allowing pressure from the diaphragm to push it out Muscle in the abdomen wall contact pushing the abdominal organs and diaphragm upwards. Movement of ribcage External intercostal muscles External intercostal muscles contract, pulling the ribcage upwards and outwards The external intercostal muscles relax and are pulled back to their elongated state. Internal intercostal muscles The internal intercostal muscles relax and are pulled back into their elongated state The internal intercostal muscles contract pulling the ribcage inwards and downwards.
Issues and impacts (II). investigate a scientific question or focus on using secondary data gathered by the student. Conditions: report 1000–1500 words for data analysis, discussion. Syllabus, pp. 28–29 Extended response task Must assess: Knowledge and conceptual understanding (KCU) Investigative processes (IP) Issues and impacts (II). Instruments must allow students to produce a response: to an investigation of a scientific question or to a focus on using secondary data. Types: analytical exposition, product or report. Conditions: product, essay or written report 1000–1500 words spoken/multimodal 5–8 minutes. Syllabus, pp. 30–31. Collection of work Must assess: Knowledge and conceptual understanding (KCU) Instruments must allow students to produce a response:
Solutions or actions: Develop cooperative management agreements with BLM, USFS, State Land Board, private landowners, and other interested parties to maintain open spaces and healthy ecosystem functions. This may include grazing strategies, timber management, travel management plans, county land use plans, prescribed fire, etc., that benefit wildlife habitat. Promote and implement practices that enhance or restore big game crucial and transition habitat functionality such as conifer removal, prescribed thinning, prescribed fire, prescribed livestock grazing, water development and cross fencing to facilitate grazing management, noxious and invasive weed control, brush management, planting and establishment of wildlife forage species, riparian restoration, and reduction of disturbance (i.e. removal of roads, travel restrictions). Seek conservation easements with willing private landowners. Continuing the work with conservation groups (e.g. TNC and RMEF) to pursue and accept development-limited easements from willing landowners on these crucial habitats is a primary strategy for protecting these habitats. The WGFD and RMEF could also purchase development-limited easements on important State of Wyoming lands. Optimize forage resources on the Kerns, Amsden Creek, Bud Love and Ed O. Taylor Wildlife Habitat Management Areas for elk and other big game species Additional Information: Successional changes resulting from heavy ungulate grazing accompanied by reductions in fire frequency have produced vegetative composition and structural changes and a dominance of late seral community types. Some changes have benefited elk and mule deer, like greater conifer cover and increased occurrence of limited browse resources like big sagebrush and curlleaf mountain mahogany. Conversely, other changes such as the expansion of less palatable browse and forage species, less vegetative diversity and unhealthy conifer stands have also occurred, which can negatively impact elk and mule deer. Land ownership and surface area: (Automatically generated)
Additional Information: Voluntary partnerships with landowners are essential to evaluate site-specific problems and develop win:win solutions. General land ownership and surface area: BLM: 833 ac (1%), USFS: 1 ac (0%), Federal: 661 ac (1%), State: 13,968 ac (22%), Private: 46,676 ac (75%), Water: 15 ac (0%), Total area: 62,154 ac
Region: Sheridan Habitat Priority Area Name: Community Fishing Ponds Habitat Area Type (s): Aquatic Terrestrial Combined Reservoir Habitat Issues: Opportunities for fishing are limited or unavailable near many communities, particularly in some prairie watersheds. Limited opportunities may contribute to reduced recruitment of young anglers. Other existing urban ponds managed as fisheries have lost depth over time to sedimentation. Deepening and disposing of the sediment would improve the quality fishery these ponds are able to support. Reason Selected: Opportunities to partner with landowners, municipalities, or organizations to increase fishing opportunities near urban centers and promote recreational fishing. Area Boundary Description: Urban centers including Newcastle, Sundance, Hulett, Moorcroft, Upton, Gillette, Wright, Kaycee, Buffalo, Sheridan, Story, Ranchester, and Dayton. Focal species or species assemblage(s) (limit 6): SWAP Tier 1 species: Recreational fisheries Yellowstone cutthroat trout Solutions or actions: Support opportunities to develop or rehabilitate existing community fisheries within urban centers. Support opportunities to improve food or cover resources in existing community ponds. Additional Information: General land ownership and surface area: BLM: 0 ac (0%), USFS: 0 ac (0%), State: 148 ac (2%), Local Gvt: 17 ac (0%), Private: 8,371 ac (98%), Total area: 8,536 ac
Time (hours) Unit context Assessment instrument no. Assessment technique Topics Assessment description and conditions, e.g. time allowed, length required, supervised/unsupervised, individual/pair/group Formative or Summative (F/S) Criteria and Standards Number Data Location & Time Measurement Finance Knowing Applying Explaining Semester 1 55 The unrealistic proportions of toys: Barbie/Ken Students will explore the world of measurement through a look at proportion. They will: investigate the opinions of their community through a survey and data analysis represent data collected from both their measurements and survey investigation in a variety of representations to interpret meaning. 1A (5B) Investigation 10-week unit 3-week assessment In-class (supervised) time Individual task Teacher assistance available F (A) S (B) Displaying and interpreting data from the real world Students will explore the world of data that is presented to them from a variety of sources. They will investigate how to present and analyse data to make meaning and create bias. 2A (6B) Folio of open-ended, contextualised worksheets: presenting data representing data interpreting data being statistically literate 10-week unit 6-week assessment In-class (supervised) time Individual task Teacher assistance available F (A) S (B)
Semester 2 55 Exploring and creating maps: Developing a treasure map Students will explore number, location and time, and measurement to develop a treasure map to a hidden treasure at the school. 3A (7B) Assignment 10-week unit 6-week assessment In-class (supervised) time Individual task with pair components Teacher assistance available F (A) S (B) Taking financial risks: Investing and borrowing money Students will explore financial risk taking by understanding consumer choices through mathematical calculations to support decisions. 4A (8B) Examination 10-week unit 70-minute (notional) assessment In-class (supervised) time Individual task Open book Teacher assistance available F (A) S (B) Semester 3 55 Designing a car park Students will explore the effects of accuracy when working with measurements through: financial choices consumer choices the use of scale drawings/plans and small measurements and the effect of inaccurate recording of data. 5A (1B) Investigation 10-week unit 4-week assessment In-class (supervised) time Individual task Teacher assistance available S (A) F (B)
ENFORCEABLE, VOID, & VOIDABLE AGREEMENTS 11. What is mental capacity to contract? • Minors • Intoxicated Person • Mentally Incompetent Person • Resource http://thebusinessprofessor.com/mental-capacity-to-contract/ 12. What is the requirement that a contract have a lawful purpose? • Crimes and Torts • Unconscionable Contracts - “shock the conscience”. • Contracts that Restrain Trade • Resource Video: http://thebusinessprofessor.com/lawful-purpose-for-contracts/ 13. What common situations give rise to a voidable contract? • Fraud • Misrepresentation • Duress • Undue Influence • Mutual Mistake
Partial or Complete Performance Contract Between Merchants • Resource http://thebusinessprofessor.com/exceptions-to-statute-of-frauds/ INDIVIDUALS WITH RIGHTS UNDER THE CONTRACT 17. Who are the beneficiaries of the contract? • Primary beneficiaries - Parties • Third-party beneficiary - Intend to benefit and name in agreement. • Donee Beneficiary - gift from the promisee. • Creditor Beneficiary - receives contractual rights from the promisee as satisfaction of a debt. • Resource Video: http://thebusinessprofessor.com/third-party-beneficiaries/ 18. What is assignment and delegation of contracts? • Assignment • Delegation • Methods of Assignment or Delegation • Writing Requirement • Non-Assignable/Delegable Contracts: Material Changes of Responsibility Increases Burden or Risk Special Skills • Multiple Assignments
• Impossibility, Impracticability, of Frustration of Purpose • Waiver or Release • Resource http://thebusinessprofessor.com/discharge-from-contract/ 24. What are conditions upon the duty to perform a contract? • Condition Precedent • Condition Subsequent • Resource 25. What are the conditions regarding payment, delivery, and tender of performance? • Tendering performance • UCC Condition of Performance - Payment before duty to Delivery Good. • Restatement Condition of Performance - Perform before payment. • Resource Video: http://thebusinessprofessor.com/tendering-performance-of-contract/ 26. What are impossibility, impracticability, and a supervening frustration of purpose of a contract? • Impossibility of Performance Illegality of the subject matter; The subject of the contract (property) is destroyed;
• Creation and Maintenance • Continuity • Ownership • Control • Limited Personal Liability • Compensation • Taxation • Resource Document: http://thebusinessprofessor.com/limited-partnership-explained/ 18. What are the main characteristics of a limited liability partnership? • Creation & Maintenance • Continuity • Ownership • Control • Limited Personal Liability • Compensation • Taxation 19. What are the main characteristics of a limited liability company? • Creation and Maintenance • Continuity • Ownership • Control Member-Managed LLCs Manager-Managed LLCs • Limited Personal Liability • Compensation
Sight to see the computer screen and presentations Vocal to talk or use computer activated software Effort Mental: Able to sustain concentration in a noisy, frequently disruptive work environment from various sources, i.e. phone, students, faculty. Physical: Typing for long periods, answering emails and/or writing reports. Bending to file documents. Carrying and lifting of computer or presentation equipment. Sitting for long periods of time. Working Conditions Physical: Sustained keyboarding. Psychological: Distressed or angry students and/or faculty.
• Limits double jeopardy for alleged criminal conduct. • Allows for Eminent Domain • Federal Due Process Clause - Substantive and Procedural • Resource Video: http://thebusinessprofessor.com/what-is-the-5th-amendment/ 19. What is Due Process of Law? • Fundamental fairness and decency in any governmental process t • Government may not act in a manner that is arbitrary, capricious, or unreasonable • Applies to both individuals and corporations. • Resource Video: http://thebusinessprofessor.com/5th-amendment-federal-due-process-clause/ 20. What is the 14th Amendment (Due Process Clause - Incorporation Doctrine and Equal Protection Clauses)? Due Process Clause - Incorporation Doctrine • States must observe principles of due process in the execution of laws • Makes all of the provisions of the Bill of Rights applicable to state governments. Equal Protection Clause • Government should not treat people differently without a satisfactory reason. • Focused on historical discriminations. • Resource Video: http://thebusinessprofessor.com/14th-amendment-us-constitution/
Instrument Terms • Resource Video: http://thebusinessprofessor.com/lost-negotiable-instruments/ 19. When is payment on a negotiable instrument overdue? • Instrument is due, but it has not been paid. the day after demand for payment is duly made; for a check, 90 days after its posted date; or after a period of time unreasonably long under the circumstances. • Resource Video: http://thebusinessprofessor.com/overdue-payment-of-negotiable-instrument/ 20. What effect does a negotiable instrument have on the underlying obligation? • pursuant to an underlying agreement, contract, or obligation. • “ordinary instruments” the underlying obligation is merged and suspended payed. • “near-cash instrument” - discharged at the time instrument is accepted • Resource Video: HOLDER IN DUE COURSE 21. What is a holder in due course?
• Guarantee of Payment • Guarantee of Collection • Resource Video: http://thebusinessprofessor.com/guarantor-or-surety-of-a-negotiable-instrument/ 35. What is an accord and satisfaction? • Offer of settlement of a disputed debt. • Requirements Good Faith Bona Fide Dispute Payment Accepted Adequate Notice • Resource Video: http://thebusinessprofessor.com/negotiable-instrument-accord-and-satisfaction/ LIABILITY AND WARRANTIES FOR NEGOTIABLE INSTRUMENTS • Primary Liability • Secondary Liability • Resource Video: 36. What is drawer or maker liability for a negotiable instrument?
• Enforceability • No Alterations • No Forgeries • Resource Video: 40. To what extent is a warrantor liable for damages suffered by a holder of a dishonored note or draft? • Recover damages from a prior warrantor • Loss suffered as a result of the dishonor. • Plus expenses and loss of interest • Resource Video: 41. Is there a time limitation for exercising warranties on negotiable instruments? • Notice of a claim for breach of warranty - within 30 days • Warrantor is discharged to the extent of any loss caused by the delay • Resource Video: 42. When are the warranties of a negotiable instrument discharged?
Semester Elective title and integration of core perspectives Approximate time (hours) Show relative emphasis of core perspectives using * / ** / *** Assessment instrument number Assessment technique, description of instrument, assessment conditions Formative or Summative Dimensions Knowing and understanding Applying and examining Producing and evaluating Personal skills Interpersonal skills Citizenship skills 1 F F 2 F F 3 S S 4 S S For a composite arrangement This syllabus enables teachers to develop a course that caters for combined Year 11 and Year 12 classes. The syllabus can support teaching and learning for composite classes by enabling teachers to:
• Resource http://thebusinessprofessor.com/state-supreme-courts/ 4. What is Subject-Matter Jurisdiction? • General Subject-Matter Jurisdiction • Limited Subject-Matter Jurisdiction The subject matter of a case, The amount in controversy (or possible penalty for a crime), or where individuals are located or reside. • Resource Video: http://thebusinessprofessor.com/subject-matter-jurisdiction-in-courts/ 5. What is the federal court’s subject-matter jurisdiction? • Federal Question Jurisdiction • Federal Jurisdiction when the US is a Party • Suits Between States • Diversity between Citizens of Different States (Civil Cases) Requirement of Diversity of Citizenship Jurisdictional Amount
• Resource Video: http://thebusinessprofessor.com/federal-subject-matter-jurisdiction/ 6. What is the court’s subject-matter Jurisdiction? General Jurisdiction • Act violates a state criminal law and was committed within the state; • action involves a state law, or • Citizen of the state is a party to a civil action. Limited Jurisdiction • Expressly allowed and jurisdiction set by the law creating the special court. • Resource http://thebusinessprofessor.com/state-subject-matter-jurisdiction/ 7. Can federal courts hear matters of state law? And vice versa? Trial Courts - Yes, under specific circumstances. • Erie Doctrine Appellate Courts • Authority of Federal Circuit Court vs Intermediate Appellate Court
• Authority of US Supreme vs State Supreme Court • Resource Video: • Resource Video: 8. What is Personal Jurisdiction? • Criminal Case State Court Federal Court • Civil Case Serving a Summons • Resource Video: http://thebusinessprofessor.com/personal-jurisdiction-2/ 9. How does a federal court get personal jurisdiction over someone in a civil case? • Rule 4 of the Federal of Civil Procedure. • Resource Video: http://thebusinessprofessor.com/federal-personal-jurisdiction/
10. How does a state court get personal jurisdiction over someone in a civil case? • Service of Process • “Long-arm statute” • Resource http://thebusinessprofessor.com/personal-jurisdiction-in-state-court/ 11. What is a state long-arm statute? • Out-of-State Service of Process • 14th Amendment Protections Minimum Contacts with State Fair Play and Substantial Justice • Resource http://thebusinessprofessor.com/state-long-arm-statute/ 12. What is a Venue? • What venue is proper? • When will court transfer venue?
State Judicial System • Local Municipal Court Judges • State Magistrate Judges • Intermediate State Court Trial Judges • Superior Court Judges • State Appellate Court Judges • State Supreme Court Justices • Administrative Judges • Specialty Judges 15. What are the duties of judges in the legal system? • Applying Procedural Law • Applying Substantive Law • Role as Fact-Finder • Resource http://thebusinessprofessor.com/trial-court-judges/
• Resource Video: http://thebusinessprofessor.com/players-judicial-system/ 22. What are the theoretical (political) views toward judicial review? • Judicial Restraint • Judicial Activism • Resource http://thebusinessprofessor.com/judicial-restraint-vs-activism/
one written research assessment one extended response. Assessment categories Research Dimensions assessed: Knowledge and understanding Critical processes Communication Instruments allow students to produce a response based on research practices and the outcomes of the application of that research. and conditions: Written research response 1000–1500 words (data analysis, discussion and research outcomes/ recommendations) Spoken research response 4–5 minutes Multimodal research response 5–7 minutes Syllabus, pp. 16–18 Extended response Dimensions assessed: Knowledge and understanding Critical processes Communication Instruments allow students to produce a response requiring sustained analysis, synthesis and evaluation of known and provided stimuli and concepts. Research is not the focus. Types and conditions: Written extended response 800–1200 words Spoken extended response 4–5 minutes
• Resource Video: http://thebusinessprofessor.com/standing-sue/ 4. What is “personal jurisdiction” in a suit? • Court has authority over the parties to the case. • Service of Process - primary method of obtaining personal jurisdiction • The Long-Arm Statute - service of summons. Due Process Minimum Contacts • Minimum Contacts? Resident of State Instate Activity Owns Property Voluntary Submission Presence in the State • Resource Video: http://thebusinessprofessor.com/personal-jurisdiction/ 5. What is a “class action” lawsuit? • Representative Plaintiff • Suffered the same type of harm • Requirements for a Class Action Certify the Class Notice to Opt-Out • Cost of Litigation • State or Federal Court trial
• Resource Video: http://thebusinessprofessor.com/selecting-jury/ 12. What is the general process or steps involved in a civil trial? • Pleadings • Motions • Jury selection • Opening statement to the jury. • Presentation of Evidence • Closing Statements • Jury Charges • Deliberation & Verdict • Judgment • Resource Video: http://thebusinessprofessor.com/steps-trial-process/ 13. What is the burden of in a civil trial? • “Preponderance of the evidence” • “Clear and convincing evidence”. • Resource Video: http://thebusinessprofessor.com/burden-of-proof-in-a-civil-trial/ 14. How is a civil trial decided?
• Garnishment • Resource Video: http://thebusinessprofessor.com/enforcing-judgment/ 18. What is Res Judicata in civil trials? • Matter is decided between the parties. • Resource Video: http://thebusinessprofessor.com/res-judicata/
Standards matrix Standard A Standard B Standard C Standard D Standard E Knowledge and understanding The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: accurate and detailed descriptions and use of a wide range of terminology and factual information accurate descriptions and use of a range of terminology and factual information descriptions and use of terminology and factual information descriptions and use of some terminology and factual information simple descriptions of some terminology and factual information accurate and thorough explanations of complex ideas and theories accurate explanations of some complex ideas and theories explanations of ideas and theories simple explanations of aspects of ideas and theories superficial or inconsistent explanations of aspects of ideas or theories accurate and detailed descriptions of the complex relationships between facts, ideas and theories. accurate descriptions of the relevant connections between facts, ideas and theories. descriptions of the connections between facts, ideas and theories. simple descriptions of some connections between facts, ideas or aspects of theories. superficial descriptions of some connections between facts, ideas or aspects of theories. Critical processes The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: accurate interpretation and discerning analysis of data, information, ideas, theories and issues and the relationships between these accurate interpretation and analysis of data, information, ideas, theories and issues and the relationships between these interpretation and analysis of data, information, ideas, theories and issues and some of the relationships between these some interpretation and analysis of data, information, ideas, theories and issues simple interpretation of aspects of data, information, ideas, theories and issues discerning evaluation of complex data and information evaluation of complex data and information some evaluation of data and information simple evaluation of data and information simple evaluation of aspects of data or information convincing justification of decisions and judgments using significant evidence, effective argument and thorough discussion. effective justification of decisions and judgments using relevant evidence, argument and discussion. appropriate justification of decisions and judgments using evidence, argument and discussion. simple justification of decisions and judgments using variable evidence, simple argument or discussion. superficial justification of decisions and judgments using variable and incomplete evidence, argument or discussion.
buyer for the site it was decided to undertake remediation of the site to enhance the site value and estimated return to EBAC creditors. Rehabilitation of the site requires demolition of the power station and possibly also the briquette factory. The demolition is expected to generate approximately 10,000 m3 of friable (Class A) and (Class B) asbestos containing material (ACM). This could include lagging, sheeting, refractories and asbestos gasket contaminated steel. The bulk of the ACM is expected to be asbestos cement sheeting. To safely dispose of the ACM generated from the demolition, EBAC are proposing to construct an asbestos landfill at a suitable location on the site. The proposed landfill will accept ACM generated from the site only and will not accept material from off site. EBAC are seeking approval for a landfill with a total airspace of 15,000 m3. This will be achieved by constructing two below ground cells. The primary cell of 10,000 m3 will be constructed first and the secondary cell of 5,000 m3 will only be constructed if the quantity of ACM generated is greater than the expected 10,000 m3. The maximum operating life of the landfill is expected to be two years. Detailed design for landfill construction is described in 2.3. Figure 1: Regional location plan of the Morwell Power Station at 412 Commercial Road, Morwell, Victoria. The site for the proposed landfill is in Figures 2 to 5 below. Figure 2: General overview of the EBAC site Figure 3: Location plan showing the boundary of the site and the proposed locations of the primary and secondary landfill cells Figure 4: Location plan for the Morwell Power Station showing planning zones
APPENDIX 13 Continued: ASD Assessment of EBAC response to S22 Notice 2 APPLIED SCIENCE ASSESSMENT - PEER REVIEW PEER REVIEW REQUIRED/RECOMMENDED (use decision matrix in SOP) Yes If yes, level recommended: high medium low No If no, why not: standard advice low risk/low complexity not available PEER REVIEW REQUEST: SCOPE AND TYPES Scope: Sense check on thought process in RA Types: technical language and style science communications strategic alignment PEER REVIEWER(S) Laura-lee Innes PEER REVIEW DETAILS <what was/wasn’t included in scope> DAU OUT FRAME QUALITY OF APPLIED SCIENCE FEEDBACK Please find your request in this , and complete it. Version Date Author Summary of changes 0 Creation date David Robinson Creation of form 1 23/05/2018 Michael Clough Filled in AS parts 2 24/05/2018 Innes AS peer review
Employment Portfolio Response to Senate of Continuing Effect No. 15 for the period 14 April 2016 to 26 September 2016 PORTFOLIO BODY APPOINTMENTS Name of Portfolio Body Name of member Position Type Start date of appointment End date of appointment Remuneration Fair Work Commission Lyndall Dean Deputy President NSW 30.05.16 12.05.37 $443,910 p.a.i National Workplace Relations Consultative Council Innes Willox Member nominated by the Australian Industry Group VIC 27.06.16 26.06.18 N/A National Workplace Relations Consultative Council Sarah McKinnon Member nominated by the National Farmers’ Federation NSW 27.06.16 26.06.18 N/A National Workplace Relations Consultative Council Melissa Adler Member nominated by the Australian Chamber of Commerce and Industry NSW 27.06.16 26.06.18 N/A National Workplace Relations Consultative Council Stephen Knott Member nominated by the Australian Chamber of Commerce and Industry VIC 15.07.16 14.07.18 N/A National Workplace Relations Consultative Council Alana Matheson Member nominated by the Australian Chamber of Commerce and Industry NSW 18.04.16 17.04.18 N/A Safe Work Australia Simon Blackwood Member representing Queensland QLD 27.04.16 26.07.16 N/A
Safe Work Australia Blackwood Member representing Queensland QLD 02.08.16 01.08.19 N/A Safe Work Australia Clare Amies Member representing Victoria VIC 27.04.16 26.04.19 N/A Safety, Rehabilitation and Compensation Commission Lisa Newman Member nominated by the Australian Council of Unions VIC 11.09.16 10.09.19 $39,960 p.a. + Tier 1 travel allowance ii Note: this is the total amount of remuneration for the Office which includes the base salary, benefits and the employer’s superannuation contribution. The determination (2015/21) can be found here: . 2 As per Determination 2015/20: Remuneration for Members of the Safety, Rehabilitation and Compensation Commission is specified and Travel Tier 1 will apply. The determination can be found here: .
Employment Portfolio Response to Senate Order of Continuing Effect No. 15 for the period 27 September 2016 to 6 February 2017 PORTFOLIO BODY APPOINTMENTS Name of Portfolio Body Name of member Position Type State Start date of appointment End date of appointment Remuneration Asbestos Safety and Eradication Agency Ms Diane SmithGander Chair WA 09.12.16 08.12.19 $26,120 per annum Asbestos Safety and Eradication Agency Ms Michelle Baxter Member representing the Commonwealth ACT 09.12.16 08.12.19 N/A Asbestos Safety and Eradication Agency Mr Michael Borowick Member representing the interests of workers VIC 09.12.16 08.12.19 $628 per day Asbestos Safety and Eradication Agency Ms Tracey Browne Member representing the interests of employers VIC 09.12.16 08.12.19 $628 per day Asbestos Safety and Eradication Agency Mr Jim Dodds Member representing state, territory and local government WA 09.12.16 08.12.19 N/A Asbestos Safety and Eradication Agency Mr Andrew Kefford Member representing state, territory and local government ACT 09.12.16 08.12.19 N/A Asbestos Safety and Eradication Agency Ms Julie Nielson Member representing territory and local government QLD 09.12.16 08.12.19 N/A
Assessment techniques: Design folio — syllabus dimensions assessed: Analysing design problems Applying design factors and communicating Synthesising and evaluating designs Students undertake and document a design process in response to an identified design problem. The design problem outlines the context, the human need or opportunity, and either an individual or community user. Conditions: 1000–1500 words and a product aspects of the design folio may be presented as: spoken: 4–5 minutes multimodal: 5–7 minutes Syllabus, p. 19 Report: Syllabus dimensions assessed: Analysing design problems Applying design factors and communicating Synthesising and evaluating designs Students analyse the relationship between a product and society and may include proposing solutions, expressing and justifying a point of view or explaining and evaluating an issue. Conditions: written: 800–1200 spoken: 4–5 minutes multimodal: 5–7 minutes Syllabus, p. 20 Post-verification requirements
Part F – Application Checklist To ensure your application eligibility, please ensure you check you have completed the following checklist: We have answered every question on the application form We have checked our budget figures add up and the income equals the expenditure We have attached all of the supporting documentation and any other relevant attachments e.g. quote We are incorporated and can provide our certificate if requested or letter from auspice group We have included a copy of the current Public Liability Insurance Certificate (Certificate of Currency) We have kept a copy of this application for our own records Part G – Declaration I have read and understood the Funding Guidelines in Section 1 of this application and declare that ; The information given on this form is complete and correct The funds requested would be used only for the purpose described. If the funds are not used, or the total funding amount is not used on the described project, they will be returned immediately to the Shire of Ashburton. Name of Authorised Representative: Position: Signature: ________________________ ______ / ______ / ______
Yes☐ No ☐ Yes☐ No ☐ Yes☐ No ☐ Developer Contributions Yes☐ No ☐ POS Payments Yes☐ No ☐ Supervision Fee Yes☐ No ☐ Maintenance Bond Yes☐ No ☐ Outstanding Works Bond Yes☐ No ☐ Drainage as-con Yes☐ No ☐ Pavement Tests Yes☐ No ☐ Lot Compaction Yes☐ No ☐ Septics Yes☐ No ☐ I declare that all conditions have been satisfied and I understand that anything left incomplete will result in the application being unable to proceed. Signed: __ Name and Position: _ Dated: _/ _/_ ADDITIONAL CONDITIONS (if necessary) All Local Government Conditions must be satisfied and certification documents attached for clearance process to begin. Condition No. Explain how conditions have been fulfilled (must be completed) Completed Yes☐ No ☐
Part B – Application Forms and Fees (Continued) Fees Development Application must be accompanied by the correct fee as per the Planning and Development Regulations 2009. Part C – Supporting Documents Planning Assessment Report / Statement in support of the proposal including: Description of the proposed land use/development, including land use definition per the Shire of Ashburton Planning Scheme Duration of the proposal – state specific timeframes if temporary in nature, hours of operation Car parking allowances/considerations Compliance with the Planning Scheme requirements and justification for any variations; and/or Compliance with R-Codes and justification for any variations (for residential uses) Photographs to support application (where required) Feature and Contour Survey Plan of survey detailing existing and proposed finished ground levels across the development site. Site Plan drawn at scale of 1:100, 1:200 or 1:500 illustrating: The proposed development site in the context of its surroundings Lot number(s), site area, boundaries, dimensions of the site, street names A North point Location of existing buildings, nominating those to be retained and those to be removed Location of proposed buildings and structures, including their features (e.g. air conditioning units, clothes drying facilities, etc) Details of roads, assess ways, crossovers, car parking and manoeuvring, fencing and verge treatments Details of pedestrian access points Location and dimensions of loading/unloading areas (commercial/industrial developments only) Location and details of existing and proposed landscaping Details of open space and outdoor living areas Site levels and levels Location and details of cut/fill and method of retaining Method of stormwater treatment Location of bin storage areas (grouped/multiple dwellings and commercial/industrial developments only) Location of adjoining buildings and separation distances
PART 7—OBJECTIONS AND REVIEW 7.1 Objections and review When the local government makes a decision under clause 3.2, the provision of Part 9 Division 1 of the Local Government Act 1995, and regulation 33 of the Local Government (Functions and General) Regulations 1996, apply to that decision. __________________________ Schedule 1 OFFENCES AND MODIFIED PENALTIES [clause 6.2(2)] Item No Clause No. Nature of offence Modified penalties $ 1 2.1(1) Erect a fence which is not a sufficient fence 250 2 2.2 Erect a fence greater than 1200mm in height within a front setback area without the written consent of the Building Surveyor 250 3 2.3(a) Erect a gate in a fence not opening into the lot 200 4 2.3(b) Erect a gate in a fence not sliding parallel and inside a fence 200 5 2.6 Failure to maintain a fence in good condition to prevent the fence becoming dangerous, dilapidated or unsightly 250 6 2.7 Erect or maintain a fence or obstruction of temporary or permanent nature across a way, public access way or thoroughfare without approval 250 7 2.9(1) Construct a dividing fence on a Residential, Commercial or Industrial Lot from pre-used materials without written approval 250 8 2.10(2) Erect a fence using barbed wire or material with spiked or jagged projections in the fence construction without approval 250 9 2.11(1) Construct, erect or use razor wire in a fence or electrify a fence without approval 250 10 2.12 Affix, or use, any broken glass in a fence 250 250 11 3.3 Failure to comply with terms or conditions of approval 250 12 6.1 Failure to comply with notice of breach 250 Schedule 2 SPECIFICATIONS FOR A SUFFICIENT FENCE ON A RESIDENTIAL LOT [clause 2.1(2)(a)]
SHIRE OF ASHBURTON Administration Centre. P.O. Box 567, Tom Price, 6751 Telephone (08) 9188 4444 Facsimile (08) 9189 2252 Email: soa@ashburton.wa.gov.au Our Ref: / Issue Date For current information on State Highways and Main Roads contact Main Roads Pilbara Region (08) 9172 8877 All hours number 138138, or Main Roads Gascoyne Region (08) 9941 0777 ROAD Cars & Utilities 4WD Vehicles Trucks & Buses Comments Ashburton Downs – Meekatharra Rd Ashburton Downs Road Nameless Valley Roebourne – Wittenoom Road (North of Rio Tinto Access Road) OPEN OPEN OPEN A FIRE IS CURRENTLY BURNING, SMOKE IS AFFECTING VISABILITY. Roebourne – Wittenoom Road West Coastal HWY south to Warlu Rd intersection–) Roebourne Wittenoom Rd (Warlu Rd intersection south to HI Access Rd Intersection) Roebourne – Wittenoom Road (HI Access Rd intersection south to Wittenoom) Pannawonica – Millstream Road Munjina Roy Hill Road Old Onslow Road Towera – Lyndon Towera Road Twitchen Road (Onslow to Minderoo Bridge Only)
Student Admissions, Outcomes, and Other Data Outcome Year in which Degrees were Conferred Total number of students with doctoral degree conferred on transcript 6 9 4 3 6 6 3 3 7 7 54 Mean number of years to complete the program 8.5 6.7 4.8 9.1 5.5 5.7 6.2 4.7 5.0 5.4 5.8 Median number of years to complete the program 8.75 4.5 4.5 10.5 4.25 5.5 6.5 4.7 5.0 5 5.8 Time to Degree Ranges N % N % N % N % N % N % N % N % N % N % N % Students in less than 5 years 1 17 5 56 2 50 0 0 4 67 2 33 0 0 2 67 2 28 1 14 19 35 Students in 5 0 0 1 11 1 25 1 33 0 0 1 17 1 34 1 33 3 44 3 43 12 22 Students in 6 years 1 17 0 0 1 25 0 0 0 0 1 17 1 33 0 0 2 28 2 29 8 15 Students in 7 0 0 0 0 0 0 0 0 1 17 1 17 0 0 0 0 0 0 1 14 3 6 Students in more than 7 years 4 66 3 33 0 0 2 67 1 16 1 16 1 33 0 0 0 0 0 0 12 22 Time to Completion for all students entering the program Also, please describe or provide a link to program admissions policies that allow students to enter with credit for prior graduate work, and the expected implications for time to completion. Please indicate NA if not applicable: 2016
Internship Placement — Table 1 Our students obtain a variety of internship placement including university counseling centers, VA and general hospitals, community mental health centers, and consortiums. Outcome Year Applied for Internship N % N % N % N % N % N % N % N % N % N % Students who obtained APA/CPA-accredited internships 3 100 7 78 4 100 1 100 8 80 2 100 2 50 7 100 6 86 1 100 Students who obtained APPIC member internships that were not APA/CPA-accredited (if applicable) 0 0 0 78 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Students who obtained other membership organization internships (e.g. CAPIC) that were not (if applicable) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Students who obtained internships conforming to CDSPP guidelines that were not APA/CPA-accredited (if applicable) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Students who obtained other internships that were not APA/CPA-accredited (if applicable) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 14 0 0 Students who obtained any internship 3 100 7 78 4 100 1 100 8 80 2 100 2 50 7 100 7 100 1 100 Students who sought or applied for internships including those who withdrew from the application process 3 100 9 100 4 100 1 100 10 100 2 100 4 100 7 100 7 100 1 100 Internship Placement — Table 2 Outcome Year Applied for Internship
Job Factors Supervision Received: General supervision by Conference Planners, Summer Operations Professional Staff and Student Managers Supervision Occasional guidance to coworkers. Decision-Making: Occasionally adapts established procedures to resolve unusual cases, recommends policy and procedural changes within the department. Accountability: Significant accountability through a scope of impact beyond the University Contacts: Receive and provide information within the university. Assist with complex business and is a liaison between Conference Planner and conference facilitators. Work directly with a diverse population. Working Conditions: Typically 20–50 lbs. Normal visual concentration. Limited exposure to hazards. Skills for Success — essential skills for individual and organizational success Adaptability • Is flexible, open and receptive to new and approaches • Adapts to changing priorities, situations and demands • Handles multiple tasks and priorities Communication • Demonstrates the ability to express thoughts clearly, both orally and in writing • Demonstrates effective listening skills • Shares knowledge and information • Asks questions Hospitality-Minded • Is approachable and accessible to others • Reaches out to be helpful in a timely and responsive manner • Strives to satisfy internal and external customers • Is diplomatic, courteous, and welcoming Inclusiveness • Shows respect for differences in backgrounds, lifestyles, viewpoints, and needs in reference to areas such as ethnicity, race, gender, creed, and sexual orientation • Promotes cooperation and a welcoming environment for all • Works to understand the perspectives brought by all individuals Teamwork • Builds working relationships to solve problems and achieve common goals • Demonstrates sensitivity to the needs of others • Offers assistance, support, and feedback to others Motivation • Shows initiative, anticipates needs and takes actions • Engages in problem-solving; demonstrates innovation and creativity • Suggests ways to improve and be more efficient • Strives to achieve individual, unit, and university goals Self Development • Enhances personal knowledge, skills, and abilities • Anticipates and adapts to technological advances and other changes as needed • Seeks and acts upon performance feedback Stewardship • Demonstrates accountability in all work responsibilities • Exercises sound and ethical judgment