zilongwang/ReadingBank huggingface dataset:
Can an existing employee start an apprenticeship or traineeship with their current employer? Yes, provided there is no pay reduction. You will still need to register the apprenticeship or traineeship with your state or territory training authority. What pay rate does an employee get after they finish their apprenticeship or traineeship? They are entitled to the rate for their classification in their modern award. This is based on their age, qualifications and skills. Are apprentices and trainees entitled to paid sick leave and annual leave? They are entitled to personal (sick) leave and annual leave under the National Employment Standards the same as other employees. Some school-based trainees get an extra loading instead of paid annual leave, personal leave and public holidays. Do apprentices and trainees get penalty rates and overtime? They’re entitled to the same conditions as other employees, including penalty rates, overtimes rates, allowances and breaks. Do apprentices and trainees get paid while they are at training? Full and part time trainees must be paid for any time spent doing training. trainees don’t get paid for training – they get an hourly rate for all hours they work on the job. Whilst there are guidelines for payment, the reality is that farmers and employees usually negotiate this and make arrangements that suit their circumstances. Who pays for the training?
Gas services officer with two children £24,472 £80/year or £1.54 a week £2,417.24/year or £36.49/week Carer's co-ordinator with three children £28,746 £80/year or £1.54 a week £2,716.42/year or £52.54/week Nurse with three children £35,000 £80/year or £1.54 a week £1,867.20/year or £35.91/week What is at stake on Tuesday 15 September If ‘The Tax Credits (Income Thresholds and Determination of Rates) (Amendment) Regulations 2015' are defeated, in April 2016 they will be If ‘The Tax Credits (Income Thresholds and Determination of Rates) (Amendment) Regulations 2015' are passed, in April 2016 they will be Job Current Pay Better Off Worse off Coroner's officer with three children £28,389 £80/year or £1.54 a week £2,691.43/year or £51.76/week Police community support officer with two children £21,693 £80/year or £1.54 a week £2,241.61/year or £43.11/week
Credit Cards: Blessing or Curse? The upside: Credit cards offer protection against theft of your cash. You can buy items and services you need when you need them, even if you don’t have enough cash for them. Some cards allow for extra warranty, cash back or other features. Credit cards can be lifesavers, and your parents may want you to carry a credit card to pay for gas, repairs, emergency phone calls, etc. Managing your credit cards well will help you build a solid credit history for the future. If you can use credit responsibly, you’ll end up a smarter money manager. The downside: It’s easy to use credit to buy things that you may not normally buy if you have to use cash. When you carry a credit card, it’s tempting to buy on impulse and forget you’re actually spending money, or that you’re spending future income that you don’t have (and may never have!). If you only pay the minimum balance each month, it will take years to pay off the balance, and accumulating interest on that balance can make what you bought cost much, much more in the long-run. If you fall behind on paying your credit card bills, it can damage your credit rating and make it harder for you to get loans in the future.
NSW Public Service Commission (2013) Creating an Innovative Public Sector Discussion Paper Accessed at: OECD (2005), Oslo Manual, Proposed guidelines for collecting and interpreting technological innovation data, OECD, Paris. OECD (2010a), Innovative Workplaces: Making Better Use of Skills within Organisations, OECD Publishing. OECD (2010b). PISA 2009 Results: What Makes a School Successful? Resources, Policies and Practices. (Volume IV) Spoherer J and Maglio, P P (2006) The Emergence of Service Science: Toward systematic service innovations to accelerate co-creation of value, IBM Almaden Research Center, San Jose CA Sahlberg, P (2012) Finnish Lessons: What can the world learn from educational change in Finland Hawker Brownlow Education Melbourne, Victoria Schaverien, L and Cosgrove, M (1999) “A biological basis for generative learning in technology-and-science Part I: A theory of learning” International Journal of Science Education Vol 21, Issue 12, 1999 Sen, A. (2009). The Idea of Justice. Penguin Books, London Smith, A K and Wohlstetter, P (2001). ‘Reform through school networks: A new kind of authority and accountability’. Education Policy. Vol. 15, No.4, September. pp499–519. Tuertscher, P Garud, R, Boisot, M, Nordberg, M (2011) “The Concept of ATLAS Architecture” in Boisot, M, Nordberg, M, Yami, S and Nicquevert, B Collisions and Collaboration: The organisation of learning in the ATLAS experiment at the LHC Oxford University Press, New York Van den Broek, G (2012) Innovative Research-Based Approaches to Learning and Teaching, OECD Education Working Papers, No. 79
What is NICO? This fact sheet contains information on not in common ownership (NICO) titles created from plans of subdivision and consolidation. What is a NICO plan? A NICO plan is a subdivision or consolidation by the registered proprietors of two or more titles held in different ownership. For example: Arthur Albert of 10 Orange Street Melbourne is the registered proprietor of the land in Vol 1234 Fol 567. (subject to mortgage ZZ444 to Australia Bank). Bill Brown of 12 Orange Street Melbourne is the registered proprietor of the land in Vol 9874 Fol 563. Arthur and Bill have agreed to alter the boundary between their properties. This can only be achieved by completing a two lot NICO plan of subdivision. The boundary between the properties is altered to a new position – creating lots 1 and 2.
What is the Office of the Child and Family Official Solicitor? The Queensland Government is building a new child protection and family support system that meets the needs of children and families, now and in the future. One of the recommendations made by the Queensland Child Protection Commission of Inquiry in reforming the child protection system was that child protection court work needed to improve. The Commission found that: there are often lengthy delays in finalising child protection orders, and too many interim orders are made over a long period of time, instead of applying for long-term orders in the first instance the quality of statements, affidavits and evidence provided by the Department of Communities, Child Safety and Disability Services is sometimes not well written or easy to understand the court process is not open to the voices of children and young people children, young people and their families should have a lawyer with them at court, if possible there is not enough legal advice provided to families earlier in the process. The Commission recommended changes to court processes for child protection matters to improve accountability, quality of applications made and timeliness of court decisions. Child Safety has now established a new team of legal officers, headed by a Child and Family Official Solicitor, to provide legal advice and assist Child Safety Officers prepare for court. Information sheet 1 This should improve the quality of the material prepared by Child Safety for Court, and improve decision-making about what should happen to keep children safe. Office of the Director of Child Protection Litigation While the Office of the Child and Family Official Solicitor will continue to apply for temporary orders to keep children safe in emergency situations, a new independent body called the Director of Child Protection Litigation has been established by the Department of Justice and Attorney-General to apply for Child Protection Orders (instead of Child Safety). A new approach to child protection matters There will be a new approach to child protection matters in the Childrens Court in Queensland. This new approach aims to introduce a quicker timeframe to resolve matters and improve consistency across the state. Most importantly, children and young people will have a greater opportunity to present their views in court, if they wish to, and access legal representation for themselves and their families, when they need it. These new arrangements commence from 1 July 2016. For more information about the changes to court processes for child protection matters, call the Office of the Child and Family Official Solicitor on 3405 4970.
capitalism that fuels the construction sector and provides patronage for Erdogan, police brutality and the AKP’s efforts to pass laws and push constitutional changes that entrench its power. The tens of thousands of Turks who poured into the streets in Istanbul—and then Ankara and Izmir—expressed mass frustration with what is essentially a one-party state. In addition to using tear gas, water cannons and metal truncheons, Turkish authorities made large-scale arrests, bullied NGOs and cracked down on social media. In December, the parliament a measure that would make it illegal—with prison sentences of two to five years—to protest against public services, which broadly defined includes projects like Gezi’s redevelopment or a controversial road construction project in Ankara that requires large-scale deforestation… Washington continues to regard Turkey as a vital strategic partner in the Middle East, notwithstanding Ankara’s deeply strained relations with Egypt, Iraq, Israel and Saudi Arabia—in other words, every major country in the region. The most important aspect of Obama’s April 2009 speech in Ankara was not his fulsome praise of Turkey, but his subtle critique of Turkish politics, imploring lawmakers to deepen their commitment to a democratic future. “Democracies,” he exhorted, “cannot be static—they must move forward.” His address was historic not just because it was the first time he publicly broached the subject of Turkey’s democratic shortcomings—but because it was the last time he seemed to mean it. Guiding Questions: What does the article argue has changed in Turkey’s politics since 2009? How do Turkish citizens protest against the government? How does Islamic belief guide politics in Turkey? What does political Islam look like in Turkey? How Source 4: View video covering the November 2015 elections and the win of the Justice and Development Party (known as the AKP) party and the continued rule of this party in Turkey’s democracy. Guiding Questions: What is the story about? According to the news story, why did the AKP win the election? How does Islamic belief guide politics in Turkey? What does political Islam look like in Turkey?
This document is about safeguarding. A safeguard is a way of keeping people safe when they use services. Safeguards help stop people from being hurt or treated badly. Safeguards can help protect your rights. No-one is allowed to hurt you. Here are some safeguards we use to help keep you safe. We employ good staff We train our staff how to support you
Child age 21-23 full- time student ID Card , Birth certificate, CG-2020B, and proof of full-time student status Local ID issuing authority Incapacitated Child over 21 ID Card , Birth Certificate, doctor’s statement, certified copy of sponsor’s latest federal income tax return claiming child as a dependent, and statement from SSA denying Medicare Part “A” PPC (RAS) Parent, ID Card , & certified copy of sponsor’s latest federal income tax return showing parent claimed as a dependent PPC (RAS) Child age 21-23 full-time student BAH Claim Birth certificate, CG-2020B, and proof of full-time student status SPO *Incapacitated Child over age 21 BAH Claim Birth certificate and doctor’s statement SPO *Ward BAH Claim Birth certificate and a notarized affidavit by member that ward that ward resides with member or does not reside with member because of institutionalized care for a disability/incapacity or does not reside with member because a separation necessitated by the member military orders SPO *Parent, BAH Claim A statement of parent(s) or postal address SPO (*) These claims must be reviewed and approved by CO, PPC (LGL). Send this form along with other supporting documentation to your SPO first. They will update your form and forward to PPC for approval. Do not send this form directly to PPC (LGL). U.S. DEPT. OF HOMELAND SECURITY, USCG, CG-2020A (Rev.02-10)
questions, in that they invite many possible answers. They are open in the sense that the answers cannot be fully supplied by science or external authorities; they are questions that we must settle for ourselves, as individuals and communities. The impact of this on critical thinking is profound, in two ways. First, the contestability of philosophical concepts and philosophical questions provides more elbow-room for critical thinking that any other area of inquiry – the correct answer can’t be in the teacher’s head all along, or already discovered by some expert (though people who have thought a lot about these matters might be worth listening to). Students really do have to think their way to their own conclusions, and this is both demanding and freeing. Second, since philosophical questions, and the meaning of philosophical concepts, can’t be settled by science or authority, thinking that is critical, creative and ideally, caring and collaborative, is essential for arriving at worthwhile answers. These are important matters, and while there are no final un-revisable answers to be found outside of us, we can’t take the view that “anything goes”. In this context the quality of our thinking becomes supremely important. Worthwhile answers will be the ones that result from carefully formulated questions followed by rich exploration and thorough critical evaluation of possible responses. To sum up, what philosophy offers to critical thinking is a subject matter that is accessible to all, motivating to many, and which, by it’s very nature, allows for a stimulating freedom of thought while requiring a high degree of rigour. Vanya Kovach 2017
Hold a committee: Classroom instructions Step one – five minutes Introduce the topic by asking students what they would do if they were given a large group project to do together (i.e. Split up the work, undertake research, speak to experts etc.) Explain that the House of Lords splits its work by forming groups called committees that investigate particular subjects to give advice to the government on specific topics. Step two – five minutes Divide the students into groups and ask them to imagine that they are members of a committee Of the House of Lords. Explain that they are going to explore the topic ‘the future of the House of Lords’. Step three – thirty minutes Ask students to identify the key issues involved and the people most affected, and to think about the impact on the country as a whole. E.g. How does an unelected house fit within modern democracy? Would there be a cost of running elections for the house? Would elections impact on the sorts of people interested in joining the house? Ask the students how they can find out more about the subject and how their committee is going to examine the issue. E.g. what Organisations would their committee need to hear from to learn more about the issue? Are there any individuals that the committee should speak to – from a variety of viewpoints? How will they research the topic fairly to make sure they have a rounded view of the issues? Ask each group to fill out the worksheet using Research where necessary. Step four – thirty minutes Explain the group will now run an evidence session. Divide each group in half – one half will role play the parts of different witnesses, the other half Will act as the committee. The committee must prepare questions for their witnesses, while the witnesses need to think about the viewpoint of their characters. E.g. Are they for or against reform? What expertise and knowledge do they bring to this discussion? Explore other topics using this activity You can effectively explore the role of committees within a wider context by running this activity with different topics – for example crime, transport or health. If you want to base this work on a real select committee for the House of Lords, visit The parliament website for information. You can also extend the activity by allowing the groups to choose their own topic by researching topical issues using newspapers and the internet. 4
Scaffolds and Extensions (Module 6) UDL Components: Multiple Methods for Presentation: Videos, Charts, Diagrams Powerpoints created to include visual enhancements and color highlighting important details Multiple Methods for Participation: Students will have some choices in a Center-type setting, choosing how to interact with information and Support for students who are ELL, have disabilities or read well below grade level text band: Videos Teacher summarizing texts, focusing on main ideas and multiple perspectives Partner and group interactions discussing main ideas and multiple perspectives Extensions for advanced students: Suggested readings or topics for students to explore “the hero” independently. Students might choose to create their own hero with
I am called by God. (Ephesians 4:1) I am created to do good things. (Ephesians 2:10) I am God's partner. (1 Corinthians 1:9) I have a secret identity. (Revelation 2:17) I am a delight. (Zephaniah 3:17) I am in training and I am strong. (Psalm 144:1) I am forgiven. (Ephesians 1:7) I am at peace. (Isaiah 26:3) I am never alone. (Joshua 1:9) I am fearless. (1 John 4:18) I am powerful. (Romans 8:11) Carissayoder.com
2019 National Pesticide Safety Education Month What Sponsorship Means ‘Adopt-A-PSEP’ Sponsors promote public-sector education of any audience(s) of pesticide users (agriculture, specialty crops, consumer uses, etc.) by land-grant university Pesticide Safety Education Programs (PSEPs) through gifts: Diamond $5000 to four or more PSEPs Platinum $5000 to three PSEPs Gold $5000 to two PSEPs Silver $5000 to one PSEP Bronze $1000-$4000 non-cash contribution to one PSEP Examples of non-cash contributions: meeting rooms, food, personal protective equipment Download the ‘Adopt-A-PSEP’ Sponsorship Form . Government Sponsors recognize the importance of public-sector education of pesticide users by land-grant university Pesticide Safety Education Programs. Download the Government Sponsorship Form . Examples of ‘Adopt-A-PSEP’ Impacts in 2018… Partially funded the PSEP’s first online course for reaching pesticide applicators in remote parts of the state Used to produce a pesticide recertification video that was distributed to all county extension offices to train applicators unable to attend in-person trainings Partially funded four pesticide respirator fit testing Train-the-Trainer workshops attended by 275 participants Educated applicators on best practices to avoid drift Funded the printing of the state’s core pesticide safety education manual to train new commercial and private applicators who are unable to access it on-line
If you want to ask a general question then Trafalgar Risk Management Ltd contact the scheme Brokers for initial advice: The Lloyd's Building, 12 Leadenhall Street, London EC3V 1LP Telephone: 0333 8 000 000 Facsimile: 0333 8 000 001 E-Mail: trmadmin@trafalgar.uk.com Important If you make contact by phone with either Insurer then follow that up the same day with a letter or facsimile as notification must be in writing. Always ask for a receipt or written acknowledgement. Do not enter into correspondence or discussions with the GDC, the patient or anybody acting or their behalf without first seeking advice and guidance from your Insurers. To do so could prejudice your entitlement to claim under your policy. You must not admit liability or give the impression that you admit liability (for example by offering or promising some form of payment). This would prejudice your entitlement to claim under your policy. Should you receive any further correspondence from a patient, a solicitor or the GDC, do not ignore this. Send all correspondence you may receive to the Insurers, by first class post. Please remember to take copies just in case things get lost in the post. Prepare a factual account of your version of events and send that on to Insurers as it will assist them in defending you. Upon receipt of notification or information, the Insurers will be in contact to provide guidance on the next steps. Remember: Our insurers are here to help you You must report matters immediately, obtain insurers consent to correspond or discuss the claim or complaint and you must not admit liability. Failure to adhere to these conditions could result in you being left uninsured If you are unsure if there is a potential claim or complaint, pick up the phone to talk things through. It is better to be sure and will bring you peace of mind Our Insurers assist dental nurses all the time and have the expertise to guide and support you through the whole process.
ministries and its teachings. And I repeat for emphasis – current information about who's sick, who’s new and what’s going on today. Nothing conveys the impression of not caring and incompetence like a website with information. Another effective method is to have a church Facebook page so that members can give feedback, talk to one another, post pictures of the new baby or the youth event. It’s an electronic bulletin board where virtual fellowship takes place. Churches can also provide blogs where ministers and elders can provide teaching. Instead of an article by the preacher once per week, you can have several articles, documents and teachings by various elders and ministers on a daily basis – and feedback from the congregation. The Under 40 group has a tremendous appetite for information and we can use this technology to feed it. Another effective communication tool is the Twitter feed to provide breaking news or announcements about body life. The Under 40’s want to know now, not in ten days.
What Will I See at the Smithsonian Natural History Museum? I will be visiting Mammals Hall soon. It is at the Smithsonian Natural History Museum. What will I see? I may see many of the mammals that are in the video at this YouTube address: . The video helps children and adults see Mammals Hall from their home or classroom, before their visit. Just like in the video, there are big mammals, and small ones. Just like in the video, there are mammals I have seen before, others that maybe I have not seen before.
What is the theme and purpose of the Book of Job? To help us understand suffering, especially undeserved suffering. Who wrote the Book of Job? Unknown. The book does not name it’s author. Possible candidates are Job himself, Elihu, Moses or Solomon. What is the theme and purpose of the Book of Psalms. Prayer and Worship; how we relate to God. Who was the author of the largest number (at least 73) of the 150 Psalms? King David. What is the meaning of the word “Psalm” and from where does it come? The Hebrew name for the book is Tehillim, or “Praises.” The Greek translation, psalmoi, means “instrumental music.” Who is believed to be the author of the oldest Psalm, and about when was it written? Moses, around 1450 BC. What is believed to be the newest Psalm, and about when was it written? Psalm 137 was apparently written during the Babylonian Captivity, around 586-538 BC. How many discreet “sections” or sub-books are there in the Psalms, and how are they divided? The Book of Psalms is a divided into Five Sections, with the closing of each marked by a doxology: What are some of the different types of Psalms? Hymns – songs of praise for God and his work in creation. Communal Laments – in which the nation laments some common disaster. Royal Psalms – dealing with the king and events in his life. Individual Laments – lamenting events in the life of an individual. Individual Thanksgiving Psalms – in which an individual gives thanks for blessings. Wisdom Psalms – similar to Proverbs. Psalms of Remembrance – recollecting past events, especially God’s great work on behalf of the Israelites. Judgment Psalms – visiting curses on enemies.
Matter is anything that has mass and takes up space. Mass is a measure of the amount of matter in an object. It is measured in grams using a triple beam balance or an electronic scale. Volume is the amount of space an object occupies. Liquid volume is measured in liters or milliliters. Volume of solid objects is measured in cm3 (cubic centimeters). Density is the amount of matter (mass) in a certain space (volume). You can calculate density by dividing the mass of an object by its volume. Density is measured in grams per cubic centimeter (g/cm3). The mass of an object comes from the atoms that it is made of. All atoms are made of protons, neutrons, and electrons. Atoms get most of their mass from protons and neutrons. The number of protons in the nucleus of an atom determines the type of element it is. An element is a substance which cannot be broken down or changed into another substance using chemical means. Elements may be thought of as the basic chemical building blocks of matter. There are 118 known elements. Each element is identified according to the number of protons it has in the atom’s nucleus. A molecule is formed when two or more atoms join together chemically. A compound is formed when two or more atoms of different elements are chemically joined together. Matter can be divided into two main categories: pure substances and mixtures. Both elements and compounds are pure substances. A mixture is a substance made by mixing other substances together. There are two main categories of mixtures: Homogeneous mixtures – Known as solutions The parts of a homogeneous mixture are evenly distributed. Examples include a glass of dissolved koolaid, the air we breathe, and bronze. Homogeneous mixtures of metals are called alloys. Examples include bronze, steel, and brass. Heterogeneous mixtures – A heterogeneous mixture is a mixture where the components of the mixture are not uniform. The substances of the mixture are unevenly mixed. Examples include Chex Mix, trail mix, tossed salad, cereal in milk, granite. You should be able to identify models of elements, compounds, mixtures:
WHAT’S ON AT THE FESTIVAL HALL MARKET RASEN JANUARY 2017 EVENT DAY TIME CONTACT TUESDAYS WEDNESDAYS 5.30pm – 7.00pm 7.30pm – 8.30pm 9.30am – 11.00am SHONA DREW 01472 399649 07557141727 MEETINGS ON 24th & 25th TO BE HELD IN COMMITTEE ROOM SUNDAY Worship and Teaching 1st 8th 15th & 29th 8th Every Friday Youth Group for 11-14s 10.30am-12.00pm 6.30pm – 8.30pm 4.00pm-5.15pm PAUL HILEY 01673 849941 paul@marketrasennewlife church.co.uk YOUTH GROUP CONTACT ESTELLE FORSYTHE 07480799575 BLOOD DONOR SERVICE FRIDAY 27th 12.20pm-14.50pm 16.20pm-19.20pm TO BOOK AN APPOINTMENT 0300 123 23 23 U3A WEST WOLDS MEETING SPEAKER: Neil Curtis (Butcher) Taste of Linconshire THURSDAY 12th 9.30-11.30 U3A KEEP FIT U3A members only please THURSDAYS 5th 19th 26th 10.00am – 1100am DAWN STOPPER 01472 851133 ZUMBA TUESDAYS 10th 17th 24th 31st 10am – 11am MARY TAYLOR 01472 852083 EMBROIDERY GROUP Committee room FRIDAY 6th 10.00am– 3.00pm Info at Festival Hall office 01673 308010 MONDAYS 9th & 23rd 7.30pm-8.30pm Kerry Spence 07773310053 ALZHEIMER’S SOCIETY DEMENTIA CAFÉ COMMITTEE ROOM FRIDAY 13th 10.00am-12.00pm Helen Coupe 01522 692681 CRAFT CLUB (Knitting, Sewing, Quilting) COMMITTEE ROOM FRIDAY 20th 9.00am -1.00pm Sue Robinson 01673 858315 INTERNATIONAL SEQUENCE DANCING SUNDAY 22nd 2.00 pm – 8.00 pm Ian Showler 01724 862632 DATE FOR YOUR DIARY WEDDING FAYRE AT THE FESTIVAL HALL MARKET RASEN SUNDAY 12TH MARCH 2017 THE FESTIVAL HALL, CAISTOR ROAD, MARKET RASEN, LN8 3HT Venue available for bookings. Party and wedding packages from £250.00. TO BOOK: Tel: 01673 842479/01673 308010 or Email:
backpack. Maybe you wanna be a goth wearing nothing but black. Maybe blue just ain’t you. Maybe you just have to find out what’s true and what’s a lie in the newspaper then maybe you reckon that can wait till later. Maybe you’d be a kick-ass journalist. Maybe all that writing would make you a mentalist. Maybe you want to make your own zombie movie spray ketchup on your mate’s face for fake blood. Maybe you want to be a dirt biker covered in mud. A rescue woman saving the people in a flood, a boxer landing punches with a thud. Maybe you wanna be a rapper “Do you get me blood?” Maybe you wanna do very little live life chilled on a beach some place or stay up all night staring into space. Maybe you just wanna raise a family. Maybe you want to devote your life to a god. Maybe you want work in a caravan on the sea serving cod and chips. Then maybe you’re ok if you can just kiss a sweet pair of lips. Whatever your dream I just wanna remind you that you’re free to be whatever you want to be and you can have anything you see and if you’re like me you’re gonna want it all for free but like me and like lots of other people like me in the end you are going to see that to be what you want to be you will have to be- lieve and work real hard unless you just want to be a nobody which is real easy. But don’t worry! Because this crazy game is not a race and it’s not up to me or school or teevee to tell you your place. We don’t know your dream or even what you really mean when you say what you want to be. You gotta decide for yourself you see? Now tell me what do you really want to be? Wilf
Working Holiday Makers *Include: - Advertising (including labour market testing). - Recruitment and selection (including interviews) - Communicating with partner countries (where applicable). Do not include costs of any overseas visits you have made to countries as part of sourcing seasonal labour - Setting up superannuation accounts / registering foreign workers - Other costs associated with recruiting and establishing workers (e.g. checking visa status) Transport for workers Expenses ($) Time (number of days) Seasonal Worker Programme workers Working Holiday Makers *Include: - Travel costs to get workers to Australia and/or your farm - Transport between farms/town centres (including as part of Pastoral care) Training workers Expenses ($) Time (number of days) Seasonal Worker Programme workers Working Holiday Makers *Include: - On-site training costs, including associated with turnover of new workers Administration and compliance Expenses ($) Time (number of days) Seasonal Worker Programme workers Working Holiday Makers *Include: - Reporting to government agencies, or assisting inspections - Insurance (workers compensation) - Providing on-arrival, pre-departure briefings or area orientations (if applicable)
Significance test of group mean differences Welch’s t-test was carried out on each pair of comparable group of seasonal workers and working holiday makers to see whether the mean productivity of seasonal workers was statistically different to the mean productivity of working holiday makers. The test is: where and are the unobserved group mean productivity of seasonal workers and working holiday makers respectively and the test assumes that the population variance in each group can be different. This study is interested in testing the null hypothesis that the two group means are the same, against the alternative hypothesis that seasonal workers have higher mean productivity than working holiday makers (one-sided test). Table 10 shows the results of Welch’s t-test across our sample dataset. In all cases except the berry farm, Welch’s t-test rejected the null hypothesis at the 10 per cent significance level. Table Welch t-test statistics for seasonal workers and working holiday makers Grower ID Financial year Number of workers Average productivity ($/hour) Welch t-test SW WHM SW WHM Test statistic Degrees freedom 2013–14 Citrus 25 11 24.4 21.7 1.75 15.1 0.05 Grower A 2014–15 Citrus 44 23 25.7 21.6 3.95 53.5 0 2015–16 Citrus 44 39 26.8 20.4 6.18 75.4 0 Grower B 2015–16 Berries 25 25 23.7 23.4 0.14 41.8 0.45 Grower C 2015–16 Citrus 12 11 32.5 23.7 11.5 16.6 0 Note: SW denotes seasonal workers; WHM denotes working holiday makers Source: ABARES
Normal distributions are symmetric about the median. The peak of the normal curve corresponds to the median of the variable on the horizontal axis. Ask students to find the class which contains the median and approximate a median time using the data from Table B. Will the answer to question (3) be the same for all three bags if they came from the same box? To answer this question three bags should be popped and the results should be recorded in three different frequency tables. Let the students answer the question using the 3 medians calculated using the same classes. Initiate a discussion of natural variability. Ask students to speculate about results using bags from different brand names and from different boxes from the same brand name. How long will it take to reach the 5 marked points on the curve? Ask the students to mark the points A, B, C, D, and E on the smoothed curve on their Graph 1. At what times of the popping, does it reach these 5 points? Do they agree with each other’s estimates and with the estimates of the 4 volunteers who only estimated the time to reach the 5 points? How long will it take to hear the last popping sound? Since the experiment has been stopped (censored) at 2 minutes, it is not possible to estimate the time of the last popping sound. Let the students speculate on the answer. What is the area under the curve? Ask the students to find the areas of the rectangles in Graph 1 and add. Assessment The following table represents the height distribution of 80 adults in a service club. Height in Inches Tally Frequency 60-62 // 2 62-64 //// // 7 64-66 //// //// //// /// 18 66-68 //// //// //// //// //// / 26 68-70 //// //// //// //// 19 70-72 //// / 6 72-74 / 1 74-76 / 1 Draw a histogram to represent the data.
10-15 15-20 20-25 25-30 30-35 35-40 40-45 45-50 50-55 55-60 60-65 65-70 70-75 75-80 80-85 85-90 90-95 95-100 100-105 105-110 110-115 115-120 120-125 Third Copy of Table B Time in Seconds Tally Number of Popping Sounds 0-5 5-10
4. Where do hurricanes form? 5. Explain how they form. 6. When is hurricane season in the Atlantic Ocean? 7. How do meteorologists categorize hurricanes? Explain. 8. Why do meteorologists name hurricanes? 9. According to many scientists, how are climate change and storm intensity connected? Explain. Between The Lines An inference is a conclusion drawn from evidence. A plausible inference is supported by evidence in the article and is consistent with known facts outside of the article. What inference(s) can you draw from the fact that ocean temperatures are rising? Beyond The Lines On the NASA website (https://svs.gsfc.nasa.gov//cgi-bin/details.cgi?aid=11874) find out as much as you can about average hurricane duration and intensity for each of the past five decades. Graph your data. What are your observations? What hypotheses can you make? How would you go about proving your hypotheses to a scientist? Explain. Just Talk About It 1. a) What is your understanding of how hurricanes form? Explain. b) Why do some scientists believe there is a connection between hurricane size and strength, and global warming? Explain. 2. For what reasons could you agree with Dr. Kelman’s position that the disaster caused by hurricanes is our choice and not linked to climate change? For what reasons could you disagree? Explain. On Line Note: The links below are listed at www.lesplan.com/en/links for easy access. 1. Watch a PBS Explainer called “Engines of Destruction: The Science of Hurricanes” at 2. Watch “Hurricanes 101” from National Geographic at 3. Watch a video explaining how hurricanes get their names at 4. Embrace complexity by reading “Hurricanes and Climate Change” from PBS’ NOVA at 5. Watch a Vox investigation called “Why a Storm Surge Can Be the Deadliest Part of a Hurricane” at
Observation is central to all of science, i.e., seeing is believing. 7 A scientist should not allow preconceived theoretical ideas to influence observation and experimentation. 8 Unless an idea is testable it is of little or no use; thus, scientists attempt to convert possible explanations into testable predictions. 9 Careful, repeatable observation and experiment give the facts about the world around us. 10 Good science always begins with observations. 11 Science is never authoritative; it is always subject to adjustment in the light of new observations. 12
A phrase such as "Many scientists believe..." misrepresents scientific inquiry because scientists deal in evidence. 13 Science is always changing and therefore is not very reliable. 14 Scientists should be held Responsible for harm their discoveries have caused, e.g., pollution, nuclear weapons. 15 Earning recognition from other scientists is really the main motivation of most scientists. 16 Most of what scientists do will never be of much practical value. 17 Money spent on projects such as NASA space flights would be better spent elsewhere. 18
Behaviour support planning is not a linear pathway, but rather, a cycle of continuous improvement enabled by reflective staff practice. This is outlined in the behaviour support planning cycle7. The process of continuous reflection and improvement is data-driven and focused on understanding the underlying triggers and causes of behaviour from the perspective of the individual student within their school environment. This will support the selection of interventions that are directly connected to the needs and skill deficits of the student. Text box IDENTIFY What is the problem? Why is it problem? Define the behaviour of concern. ASSESS Gather your evidence; look at what your evidence might mean – function of the behaviour. PLAN Develop strategies to get the change that you want – positive behaviour support. IMPLEMENT All supports consistently follow the plan. MONITOR Put in place a monitoring and review process of the implementation of the plan. EVALUATE Analyse the information that you have gathered through monitoring and review. Has anything changed for the person? Do you need to change anything in the plan? Assessments must be completed by staff appropriately qualified in administering the relevant assessment. Engaging your school’s Student Support Services (SSS) will be an important step if repeated prevention efforts have been unsuccessful in addressing behaviours of concern. Consultation with the family or carers through a Student Support Group (SSG) meeting is critical, as active involvement of the student and their parents or carers throughout the behaviour support planning is an important step to supporting the development of successful plans. 7“Behaviour Support Plan Toolkit.”
CONSIDER A SCHOOL-WIDE FRAMEWORK TO SUPPORT PREVENTION School-wide positive behaviour support (SWPBS) provides a coherent school- wide framework that supports school communities to establish systems and processes that are focused on the prevention of student behaviours of concern. The Department is committed to supporting Victorian government schools to implement SWPBS. For further information on SWPBS in Victoria or for RESPONSES FOLLOWING AN INSTANCE OF SECLUSION In addition to the requirement for schools to report incidents that involve the seclusion of a student to the DET Security Services Unit, it is important that there is a detailed written record kept at school level of any incident where a student has been secluded. This may be useful for planning to prevent future incidents and responding to inquiries or complaints about school responses to student behaviours of concern. The detailed record needs to be made as soon as possible after the incident. Written records should be added to a student’s file on CASES21 or SOCS as appropriate. The parents/carers of a student involved in an incident of seclusion must be notified on the day of the incident, as soon as is practicable after the event. When communicating details of an incident involving seclusion, consider what happened, when, where and with whom. It is important to consider privacy obligations when communicating with families.
4. Suppose that Jamal wants to find out more about the Great Barrier Reef. He would find most of his information __________. Between Australia and India on a map of the world In the glossary of a book about scuba diving in tropical waters In a reference book about the seas around Australia Under the term "pollution" on a Web site about the world's oceans 5. The article states: The census researchers conducted three expeditions. Two of the expeditions took place in the waters off the Great Barrier Reef's Lizard and Heron Islands. The other one took place in the Ningaloo Reef, on Australia's northwest coast. Which would be the closest synonym for the word conduct? Donate Isolate Direct Ambush 6. The author probably wrote this article in order to __________. Inform readers about what coral reefs around the world look like Inform readers about the discovery of unknown species on Australian reefs Explain the differences between various species of crustaceans Explain the reasons why the coral reefs are in danger from pollution 7. Which of these is most important to include in a summary of this article? The scientific studies could have direct benefits for the treating of human illnesses. Scientists are now in the process of naming the newly found sea creatures. The studies uncovered creatures that had never been written about in scientific reports. Scientists will explore the places where they found new creatures annually for the next six years. 8. The news article says all of the following except __________. Two of the expeditions took place in the waters off the Great Barrier Reef's Lizard and Heron Islands. Researchers collected thousands of samples during the three-week trips, which took place between April and September. Scientists know that the shrimp-like creatures they found are crustaceans that had been previously discovered during an earlier marine expedition. Scientists are now in the process of naming all of the creatures found during the three expeditions to Australia's coral reef Opinion Question: Now that you have read the article, indicate in the space below what you think the best reason is to study Australia's coral reefs? (5 points)
What’s New in Moodle 2.6 Task Screen Shot New Location for Activity / Resource Editing The most visible change in Moodle 2.6 is the location for editing course activities and resources. With editing turned on, click the arrow next to the Edit button. Select editing options from the dropdown menu. The “Edit Settings” button brings up all of the options avaiable when creating an activity or resource. New and Improved Text Editor Moodle’s text editor opens with the editing tools collapsed. Click the icon in the upper left corner to toggle the tools on. The sceenshot at right shows the text editor expanded to show the tools. Note: click the “Expand to Full Screen” icon, shown at right, if you are working with pictures or large quantities of text.
A specialist mental health helpline that is now a local-rate, 0300 number. Calling the helpline costs no more than calls to geographic (01 and 02) numbers from a landline, and is included in inclusive and free minutes on mobiles. SANE also offers ‘Textcare’ - a way of providing emotional support and connection for anyone affected by mental illness, including families, friends and carers. Having a mental health condition, or caring for someone who does, may leave you feeling distressed, lonely or isolated. Contact from SANE via text can provide an important source of support. ‘Textcare’ provides help at times that are relevant for you, for instance: • A regular time when you may feel lonely or isolated, for example at weekends or when other services or support are not available. • A specific time when you would like some extra support, for example before attending an appointment. The service provides one text per week for five weeks. If you would like to continue the support beyond this time, simply re-submit the form below. Textcare is a one-way service, so you will not be able to respond directly to the text messages received. This is NOT a crisis service. If you need support in a crisis, please refer to their Ring NHS 111 by dialling 111 Moodswings - 0161 832 3736 or 0161 953 4105 or 0845 123 6050 helpline from 10am to 4pm Monday to Friday Crisis Point - 0161 225 9500 Harpurhey Depression Group North City Library, Rochdale Rd, Harpurhey, M9 4AF tel: 0161 226 3871 Meet every Thursday 1-3pm. Manchester MIND - 0161 226 9907 or email at CASS ANY AGE Women's Self Injury Helpline 0808 800 8088 No Secrets – supporting those affected by self-injury The Sanctuary - 0300 003 7029 (phone 24hrs a day 7 days a week. Open doors 8pm-6am) If you already have contact with mental health services: Contact your local Community Mental Health Team (CMHT) Contact your crisis team if you have one. Self Help Services 0161 226 3871 (lists workshops/groups and drop-ins) Mental Health in Manchester (resource website) Carers UK Tel: 0808 808 7777 Carers Direct Tel: 0808 802 0202
Depth at point C1 cm Width at point C2 cm Width at point C3 cm List the materials used in your final design and the purpose for each material. * Take a picture of your final design!!! Erosion Project Rubric Appendix L Name ______________________________________________ 4 3 2 1 Scientific Knowledge on Erosion Explanation by the student in science notebook indicates a clear and accurate understanding of scientific principles underlying the construction and modifications for the erosion project. Explanation by the student in the science notebook indicates a relatively accurate understanding of scientific principles underlying the construction and modifications for the erosion project. Explanation by the student in the science notebook indicates relatively accurate understanding of scientific principles underlying the construction and modifications for the erosion project. Explanation by the student in science notebook does not illustrate much understanding of scientific principles underlying the construction and modifications for the erosion project. .
Testing Clear evidence of troubleshooting, testing and all data collected with accurate unit and described in science notebook. Clear evidence of troubleshooting, testing and all data collected but some are marked with incorrect units. Some evidence of troubleshooting, testing and all data is collected but units are either labeled in correctly or missing Little evidence of troubleshooting, testing and data is listed with no units or incorrect units. Modification River channel design is modified with assigned material. Clear evidence of troubleshooting, testing and all data collected with accurate unit. River channel design is modified with assigned material. Clear evidence of troubleshooting, testing and all data collected but some are marked with incorrect units. River channel design is modified with assigned material Some evidence of troubleshooting, testing and all data is collected but units are either labeled in correctly or missing River channel design is modified with assigned material Little evidence of troubleshooting, testing and data is listed with no units or incorrect units. Data Collection All data is collected and recorded accurately with correct units. Pictures have been taken before and after for each design. 90% of data has been collected and recorded accurately. All pictures are included for each design. 80% of data has been collected and recorded accurately. One to three pictures are missing. 70% or less of the data has been collected and recorded accurately. More than three pictures are missing.