zilongwang/ReadingBank huggingface dataset:
“They need to regard carers as being in partnership with the service providers and health professionals – the carers need to be part of the treatment/support package” Priority Area 2 (Outcome 3) Strategies Ensure and/or encourage respect for carers’ knowledge and experience. Ensure and/or encourage the inclusion of carers in care and discharge planning, and their engagement in decision making. Facilitate the inclusion of carers and carers’ needs in planning and decision making across all levels of government. Priority area 3: Supporting Carers Information and training “The information is there, but the problem is linking it to carers … they need to be made aware that it exists” Capable and confident carers find it easier to provide care. This can lead to better outcomes for them and the person receiving care, including greater self-confidence and esteem, better overall wellbeing and fewer care-related injuries. Information and training that is reliable and easy to access is critical to building carers’ capacity. Carers require a range of knowledge and skills to manage complex health and care situations, which can arise and change very quickly. This includes information on: medical conditions or disability types options for treatment, including therapy, aids and equipment legal and financial issues, including guardianship and substitute decision making, mental health legislation, social security, financial and future planning
Carers WA. All service provider staff. Priority Area 3: Supporting Carers Outcomes 4 and 5 Outcome 4 – Carers will have access to appropriate services and information that support them to care with confidence and maintain their personal wellbeing. Outcome 5 – Carers will be able to balance their caring responsibilities, personal wellbeing and life outside of caring. Priority area 3.1 3.1 Ensure carers can easily access information, advice and support. What’s already in place? Online WA Carers Services Directory dlgc.wa.gov.au/advicesupport/pages/carersservices Information, advice, advocacy and support programs provided by government agencies, and community sector and private providers. Telephone and online support and information services. What will help? Asking carers what information, training and support they need and how they want to access it. Reviewing and updating existing information and resources Identifying, promoting and/or: implementing new and innovate training packages, and distributing new information, training opportunities and support services. Ensuring State Government agencies are aware of the relevance of their work to carers. Encouraging relevant State Government agencies to:
Science and Engineering Practices S1. Ask questions (for science) and define problems (for engineering) S2. Develop and use models S3. Plan and carry out investigations S4. Analyze and interpret data S5. Use mathematics and computational thinking S6. Construct explanations (for science) and design solutions (for engineering) S7. Engage in argument from evidence S8. Obtain, evaluate, and communicate information Mathematical Practices M1. Make sense of problems and persevere in solving them M2. Reason abstractly and quantitatively M3. Construct viable arguments and critique the reasoning of others M4. Model with mathematics M5. Use appropriate tools strategically M6. Attend to precision M7. Look for and make use of structure M8. Look for and express regularity in repeated reasoning English Language Arts Practices/Portraits E1. Demonstrate independence E2. Build strong content knowledge E3. Respond to the varying demands of audience, task, purpose, and discipline E4. Comprehend as well as critique E5. Value evidence E6. Use technology and digital media strategically and capably E7. Understand other perspectives and cultures Career Ready Practices Act as a responsible and contributing citizen and employee. Apply appropriate academic and technical skills. Attend to personal health and financial well-being. Communicate clearly, effectively and with reason. Consider the environmental, social and economic impacts of decisions. Demonstrate creativity and innovation. Employ valid and reliable research strategies. Utilize critical thinking to make sense of problems and persevere in solving them. Model integrity, ethical leadership and effective management. Plan education and career path aligned to personal goals. Use technology to enhance productivity. Work productively in teams while using cultural/global competence. 21st Century Skills 1. Learning & Innovation Creativity and innovation Critical thinking and problem solving Communication and collaboration 2. Information, Media and Technology Information literacy Media literacy Information, communications and technology literacy 3. Life and Career Flexibility and adaptability Initiative and Social and cross-cultural skills Productivity and accountability Leadership and responsibility Core Subjects and 21st Century Themes Global awareness Financial, economic, business and entrepreneurial literacy Civic literacy Health literacy Environmental literacy Student Practices across Learning Standards and Skills Frameworks in K-12 Education
Any supporting documentation you wish to provide may assist us to make a faster assessment of this application. 1. Unable to do or always needs help/ supervision 2. Sometimes needs help/ supervision 3. Does not need help but uses aids /equipment 4. Does not need help and does not use aids/ equipment a) Self-care: washing dressing eating toileting ☐ ☐ ☐ ☐ Please describe help/equipment needed: b) Mobility moving around home getting in/out of a bed or a chair transport – private and/or public ☐ ☐ ☐ ☐ Please describe help/equipment needed: Section 7 – Help and supervision 1. Unable to do or always needs help/ supervision 2. Sometimes needs help/ supervision 3. Does not need help but uses aids /equipment 4. Does not need help and does not use aids/ equipment
c) Communication: making self understood understanding others ☐ ☐ ☐ ☐ Please describe help/equipment needed: d) Interpersonal Relationships: making and keeping friends behaving in acceptable ways coping with feelings ☐ ☐ ☐ ☐ Please describe help/equipment needed: Section 7 – Help and supervision Answer the following if the service user is five years old and over: 1. Unable to do or always needs help/ supervision 2. Sometimes needs help/ supervision 3. Does not need help but uses aids /equipment 4. Does not need help and does not use aids/ equipment e) Learning: understanding new ideas remembering problem solving decision making paying attention undertaking single or multiple tasks carrying out daily ☐ ☐ ☐ ☐ Please describe help/equipment needed:
Organisation Contact details NBA 13 000 (13 000 25663) support@blood.gov.au Australian Red Cross Blood Service (Blood Service) The contact numbers for other suppliers will be added to this document when the relevant chapters on expectations relating to other suppliers are included. Overarching Expectations of Health Providers The outlines measures that Health Ministers expect all health providers to adopt within their organisation. As illustrated above, this includes the requirement to manage blood and blood products in ways that ensure: The use, management and administration of blood and blood products is in a manner consistent with national evidence based guidelines where available Informed patient consent procedures are implemented for all patients that are transfused with blood or blood products Processes, programs and facilities are in place to minimise the wastage of blood and blood products Facilities are accredited with the appropriate bodies to meet all quality and safety obligations Transfusion related adverse event information is collected and managed according to jurisdictional requirements Health providers have an ordering and receipt verification process in place which provides adequate financial accountability as required by governments Inventory data is provided on a regular and timely basis to assist in supply and demand planning, especially in times of national shortages In addition to these expectations, that align with the expectations of , there are expectations that you will need to meet in order to receive a specified level of service from a manufacturer or distributor of blood and blood products. For example, expectations relating to when you should place an order to ensure you receive the order when you need it. These are outlined in the chapters of this document. Chapter 6 is dedicated to the Blood Service and the expectations of you in receiving blood and blood products, with chapters relating to other manufacturers currently under development.
Published by: Department of Parks and Wildlife Locked Bag 104 BENTLEY DELIVERY CENTRE WA 6983 Phone: (08) 9219 9000 Fax: (08) 9334 0498 email: info@dpaw.wa.gov.au Web : www.dpaw.wa.gov.au September 2013 Cover photo: Babs and Bert Wells/DPaW CONTENTS 1. INTRODUCTION 1
Town of Port Hedland In addition to the general submissions, the following local governments provided feedback to the Commission through the Wild Dog Control Survey. Cue Derby/West Kimberley Esperance Greater Geraldton Kulin Lake Grace Meekatharra Morawa Mount Magnet Mukinbudin Murchison Northampton Sandstone Shark Bay Upper Gascoyne Wiluna Yalgoo Yilgarn
Table 2: Progress in implementation of conditions made in the 2013 assessment of the WA MAFMF Condition Progress Recommended Action Condition 1: Operation of the WA Marine Aquarium Managed Fishery will be carried out in accordance with the management regime in force under the Western Australian Fish Resources Management Act 1994 and the Western Australian Fish Resources Management Regulations 1995. The fishery has operated in accordance with the legislated management regime over the course of the current export approval. The Department of the Environment considers that this condition has been met. The Department considers that a new approved wildlife trade operation declaration for the WA MAFMF specify a similar condition (see Condition 1, Table 4). Condition 2: The Western Australian Department of Fisheries to advise the Department of the Environment of any intended material change to the fishery's legislated management regime and management arrangements that could affect the criteria on which Environment Protection and Biodiversity Conservation Act 1999 decisions are based. The WA Department of Fisheries is finalising a review of the management regime of the WA MAFMF which will result in the existing legislative instruments for the fishery being replaced by a new consolidated management plan in 2016/17. A key component of the new management plan will be the introduction of quota management to enable more effective management of key species. Licence holders in the MAFMF and the aquaculture sector will operate in accordance with a formal Harvest Strategy for the marine aquarium fish resources of Western Australia. The new management regime will also be supported by a new electronic logbook system that will provide for near real time quota management and catch reporting. The Department considers that this condition has been met. The Department considers that a new approved wildlife trade operation declaration for the WA MAFMF specify a similar condition (see Condition 2, Table 4).
WA National Disability Insurance Scheme Eligibility for people aged 65 years or older The NDIS began rolling out across Western Australia from 1 July 2017. All eligible people will have access to the scheme by 2020. You will need to be aged under 65 when the scheme rolls out in your area and you request to enter the scheme. To find out when the NDIS will roll-out into your area, visit the website > WA NDIS > NDIS roll-out schedule. I already receive State Government-funded or provided disability supports. Am I eligible? Whether you are eligible to participate in the NDIS depends on your age, where you live and either your disability or early intervention requirements. You may be eligible to join the NDIS if: you are already receiving State Government-funded or provided disability services, and you are younger than 65 years when the NDIS rolls out in your area and you request to access the scheme. If you turn 65 before this time, you are not eligible. I currently receive disability supports but am not eligible due to my age. What now? If you are aged 65 years or older and receive State Government-funded or provided disability supports and services, you will continue to have access to support to ensure you are not disadvantaged. I will turn 65 after I join the NDIS. What next? If you are found eligible for the NDIS and subsequently turn 65, you can continue to access NDIS supports. If you turn 65 after entering the NDIS, and subsequently have increased support needs, your Local Coordinator will discuss with you whether your need for support continues to be related to your disability or could be better met by another system such as aged care.
10.25am NDIS in WA Marita Walker, WA State Manager, National Disability Insurance Agency 10.45am – 11.05am MORNING TEA 11.05am – 12.45pm SESSION 2 – PLENARY – BALLROOM 2 11.05am Shadow Minister’s Address The Hon. Stephen Dawson MLC, Shadow Minister for Mental Health, Disability Services & Child Protection 11.20am Improving Our Protection of At-Risk Adults Dr John Chesterman, Director of Strategy, Office of the Public Advocate Victoria 12.00pm Preventing Abuse & Promoting Personal Safety: What Matters to People with Disability Dr. Sally Robinson, Research Fellow, Southern Cross University
Workforce and Employment - Accelerating and Developing Your Strategic Workforce Planning Capabilities Sharon Parcell, Talent Consortium 2.30pm – 3.10pm Concurrent Sessions Quality and Safeguarding - NDIS Quality and Safeguarding - Framework – Implications for Providers Philippa Angley, NDS and sector panel Sustainability and Transition - The NDIS – Traps and Prospective Issues: What the landscape might look like and how might you react? Professor David Gilchrist, University of Western Australia Workforce and Employment - A Skilled Workforce – how? Panel discussion on learning and development in an NDIS environment 3.10pm – 3.30pm Afternoon tea 3.30pm – 4.30pm Keynote Presentation Ken Baker, Chief Executive, National Disability Services 4.30pm – 4.50pm Update: No Fault Insurance Scheme WA Kane Blackman, Insurance Commission of WA 4.50pm – 5.00pm Close for day 5.00pm – 6.30pm Cocktail function Tuesday 12 September Day 2 9.00am – 9.30am Registration/ Arrival Tea and Coffee 9.30am – 9.40am Welcome Address Julie Waylen, State Manager WA, National Disability Services 9.40am – 10.00am Speaker Address TBC 10.00am – 10.20am Integrated services delivered through the Department of Communities Grahame Searle, Interim Chief Executive Officer, Department of Communities
NRM Groups have been driving a range of wetland-related activities across the state. Examples include: a 10 year management plan for the Apsley Marshes Ramsar site is being implemented. NRM South is working with diverse partners in coastal areas and Ramsar sites to minimise damaging impacts on a range of wetland environments. Cradle Coast NRM, King Island NRM Group and local volunteers have been monitoring catchment health on King Island. NRM North continues its collaboration with a range of partners via the Tamar Estuary and Esk Rivers (TEER) Program. For more information, please visit the website of the Tasmanian Department of Primary Industries, Parks, Water and Environment: . 2015 CALENDAR OF EVENTS 2 February 2015 — World Wetlands Day -wetlands-day 2 February 2015 — 11th Annual Western Australian Wetland Management Conference -wetlands-day 1 March 2015 — Clean Up Australia Day 3 March 2015 — World Wildlife Day 22 March 2015 — World Water Day 12–14 May 2015 — Ozwater’15 Conference, Adelaide 10–11 May 2015 — World Migratory Bird Day 22 May 2015 — International Day for Biological Diversity 5 June 2015 — World Environment Day 11–14 October 2015 — Australian Society for Fish Biology Conferece and International Symposium on Stock Enchancement and Sea Ranching 23–28 August 2015 — World Water Week September 2015 — Biodiversity Month /14287
treatment, and managed aquifer recharge (MAR, injecting treated water into the aquifer, to be recovered at a later date) for storage. Constructed wetlands in an urban landscape offer multiple benefits over their primary purpose of stormwater treatment. These include enhanced local biodiversity, drought refugia for local flora and fauna, and importantly, often providing an opportunity for the community to interact with the wetland, connect with nature, and experience the “green” (vegetated) and “blue” (water) space it provides. Oaklands Wetland, located within the City of Marion (southern Adelaide), is an excellent example of a wetland constructed for stormwater treatment being highly valued by the community. The wetland provides an opportunity to connect to nature and be educated on the water cycle, as well as being host to a diversity of local wildlife (birds, aquatic biota and flying-foxes) and vegetation (including the 85,000 plants that were planted as part of wetland establishment). The wetland made use of a space that was previously a driver training facility that was covered in asphalt. © Commonwealth of Australia, 2017. Wetlands Australia is licensed by the Commonwealth of Australia for use under a Creative Commons Attribution 4.0 International licence with the exception of the Coat of Arms of the Commonwealth of Australia, the logo of the agency responsible for publishing the report, content supplied by third parties, and any images depicting people. For licence conditions see: http://creativecommons.org/licenses/by/4.0/au/ This report should be attributed as ‘Wetlands Australia, Commonwealth of Australia 2017’. The Commonwealth of Australia has made all reasonable efforts to identify content supplied by third parties using the following format ‘© Copyright, [name of third party] ’. Disclaimer The views and opinions expressed in this publication are those of the authors and do not necessarily reflect those of the Australian Government or the Minister for the Environment and Energy.
3-20. Rewrite each expression below without negative or zero exponents. 4−1 70 5−2 x−2 3-21. Simplify and solve each equation below for x. Record your work. 3x − 7 = 2 1 + 2x − x = x −5 + x 3 − 2x = 2x − 5 3 + 2x − (x + 1) = 3x − 6 3-22. For the line graphed at right: (Desmos) Determine the slope. Find the equation of the line. 3-23. Write and solve an equation to represent the given situation. Be sure to define your variable. Samantha currently has $1500 in the bank and is spending $35 per week. How many weeks will it take until her account is worth only $915?
1st Grade 4 pink erasers 2 boxes of pencils (Ticonderoga 24) 12 glue sticks 2 boxes Crayola (24 ct) Plastic school box 8 dry erase markers (student use only) 1 ruler (inches/cm) 2 folders 2 spiral notebook 1 pair of scissors 2nd Grade 3-3 ring binder 1 pkgs. Wide-ruled notebook paper 4 pkgs. #2 pencils (12 ct) 1 box Crayola crayons (24 count) 1 pair Fiskar scissors (pointed tip) 4 pink erasers (large) 4 glue sticks (packages) 2 pkgs. Black dry erase makers and eraser I small pencil box earbud/headphones primary notebook 3rd Grade 2 composition notebooks 4 boxes #2 pencils 4 pocket folders (no plastic) 1 pair of scissors 2 boxes crayons (24 ct) 1 box of colored pencils 4 red ink pens 1 bottle of glue 8 glue sticks 1 pencil box 6 black dry-erase makers 4 large pink erasers 1 binder porch 4th Grade 1 box Crayola (24 ct) 1 pair of Fiskar scissors (pointed tip) 3 pkgs #2 pencils (12 count) 1 box Crayola colored pencils 1 pencil sharpener 2 pocket folders w/fasteners 1 pkg wide-ruled notebook paper 4 expo dry-erase markers and eraser 2 large pink erasers 2 spiral notebooks 1 bottle glue 2 Elmer’s glue sticks 2 Highlighters 2 red ink pens 5th Grade 2 highlighters 2 composition notebooks 3 pkgs wide-ruled notebook paper 4-24 pkg wooden pencils 1 dry erase Eraser 1 ruler (inches/cm) 1 pkg blue sticks 1 pair adult scissors 8 dry-erase markers 4-3 prong folders/plastic 1 set of protractor/compass 1 pencil pouch 1 pkg colored pencils 2 single subject spiral notebooks
Optional Wall-Mount Accessories Document # Description Optional Bard Wall-MountTM Shipping Crate Specification Optional Bard Wall-MountTM Shipping Crate Matrix Wall-MountTM Ventilation Options Cabinet Finishes and Corrosion Coating Options Phenolic Coated Coil Option Information Bard Throw-Away & Permanent Air Filter Specifications Supply & Return Air Grille Submittal Information Bard Thermostat Information & Installation Instructions Bard Serial Number Nomenclature Matrix Altitude Cooling Performance Adjustment W**AB Series (Right-Access) Wall-MountTM A/C (50hz) – 11 EER Model Literature Assembly Installation Manual Parts Manual Parts Manual W24AB-D 911-0767 W24AB-F 911-0767 W30AB-D 911-0767 W30AB-F 911-0764 W36AB-D 911-0764 W36AB-E 911-0764 W36AB-F 911-0764 W**LB Series (Left-Access) Wall-MountTM A/C (50hz) – 11 EER Model Literature Assembly Installation Manual Parts Manual Parts Manual W24LA-F 911-0768 W30LA-F 911-0766 W36LA-F 911-0766 W**AC Series (Front-Access) Wall-MountTM A/C (50hz) – 11 EER Model Literature Assembly Installation Manual Parts Manual Parts Manual W42AC-E 911-0772 2100-692 W42AC-F 911-0772 W48AC-E 911-0772 W48AC-F 911-0772 W60AC-E 911-0772 W72AC-F 911-0772
W**AA Series (Right-Access) Wall-MountTM A/C (50hz) – 10 EER Model Literature Assembly Installation Manual Parts Manual Wiring Diagram W12AAAD 911-0652 W42AA-E 911-0697 W42AA-F 911-0697 W48AA-E 911-0697 W48AA-F 911-0697 W60AA-E 911-0697 W72AA-F 911-0697 Supplemental 50hz Electrical Data For The Above Units W42AA-W72AA Series Spanish Installation Manual W42AA-W72AA Series Spanish Parts Manual W**LA Series (Left-Access) Wall-MountTM A/C (50hz) (R-410A Refrigerant) – 10 EER Model Literature Assembly Installation Manual Parts Manual Wiring Diagram W42LA-F 911-0698 W48LA-F 911-0698 W60LA-F 911-0698 W72LA-F 911-0698 Supplemental 50hz Electrical Data For The Above Units W**V Series Variable Capacity Wall-MountTM ECU (50/60hz) Model Literature Assembly Installation Manual Parts Manual Wiring Diagram W3RV2-R 911-0648 W3RV2-S 911-0648 W3RV2-T 911-0648 W5RV2-R 911-0649 W5RV2-S 911-0649 W5RV2-T 911-0649 W6RV2-S 911-0650 W6RV2-T 911-0650 W3LV2-R 911-0648
21 Student identifies skills needed to complete a job at school. 0 1 2 3 22 Student identifies skills needed to complete a job in a local business or industry. 0 1 2 3 23 Student identifies activities or services (e.g., taxes, police protection) that promote the public good. 0 1 2 3 24 Student uses prior knowledge to complete tasks or activities. 0 1 2 3 25 Student describes his or her family traditions and celebrations. 0 1 2 3 26 Student describes community helpers (e.g., policeperson, nurse). 0 1 2 3 27 Student gives examples of laws and rules that people have to follow. 0 1 2 3 28 Student demonstrates an understanding of peer pressure and possible responses to that pressure. 0 1 2 3 29 Student describes how people help each other in times of trouble. 0 1 2 3 Social Studies Individualized Proficiency Total Score: ___+___+____+_____= [____]
Student currently exhibits 1 or 2 of the prerequisite skills and knowledge in social studies at a barely existent level. He or she is unable to perform simple skills or demonstrate knowledge without full physical prompting in a highly structured setting. For example: Demonstrates very limited understanding of the most elementary Social Studies concepts and skills. Student attends to social studies instruction and participates in activities with extensive support. Student responds or performs several social study skills typically at the emerging level in a limited number of settings. For example: Demonstrates a basic understanding of some simple concepts and ideas from history, civics, geography and economics. Can access basic information from maps, charts, and other visual representations with extensive adult support. Student demonstrates the ability to understand and report social studies concepts with moderate support. Student’s understanding of basic concepts and performance of most social studies skills are inconsistent, but typically at the developing or developed level across two or more settings. For example: Understands and can apply some basic conceptual knowledge and skills from history, civics, geography, and economics. Can access basic information from maps, charts, and other visual representations with moderate adult support. Can make and justify simple inferences (e.g., comparison/contrast) about social studies topics with moderate adult support. Student demonstrates a consistent understanding of the basic concepts and skills contained in the social studies items. He or she requires minimal support to demonstrate many of the social studies skills at an accomplished level in multiple settings, but still is functioning at an overall performance level that is significantly below grade and/or developmental expectations. For example: Consistently understands and applies basic conceptual knowledge and skills from history, civics, geography, and economics. Can access information from maps, charts, and other visual representations with limited adult support Can make and justify simple inferences (e.g., cause-and-effect, comparison/contrast) about social studies topics with limited adult support. 0 4 --------------------- 20 21 ----------------------------- 47 48 --------------------------- 75
4.5.1 Brought Forward Figures – Opening and Closing Funds The Rate Setting Statement is a statutory requirement and is unique to local government in Western Australia in that it contains values of the opening funds and closing funds. Opening funds refer to 'net current assets less restricted funds and committed cash and amounts already reflected in the current year budget'. The opening fund forms part of the calculation of the amount of the deficiency to be raised from rates as referred to in Section 6.2(2)(c) of the Local Government Act 1995. The calculations of opening funds brought forward at 1 July from the previous financial year, and closing funds carried forward at 30 June into the next financial year in the rate setting statement of the budget, have a direct impact in the determination of the amount of rates to be raised, and whether it is a balanced, surplus or deficit budget. Some local governments have found themselves in difficulties over miscalculation of these funds. Errors have led to situations where the funds available during the year have been less than that required to deliver the services and facilities provided for in the budget. In other cases councils have imposed higher rate increases than were necessary. For more on calculation of Opening and Closing funds please refer to ‘Local Government Operational Guidelines – Number 8: Net Current Assets (Opening and Closing Funds) used in the Annual Budget’. 4.5.2 Rating – Valuations up to date Changes in valuation are regularly forwarded to a local government from the Valuer General and include interim valuations, GRV general valuations approximately every three years and UV general valuations yearly. It is essential that the valuations are updated prior to 30 June each year and that the local government valuation register balances with the total of valuations provided by the Valuer General. 4.5.3 Early Adoption Calculation of projected estimates to 30 June for the early adoption of the budget should be based on relatively accurate data. Early adoption of a budget can use an incorrect closing estimated balance for the end of the previous financial year. Estimated actuals need to be very carefully scrutinised to ensure accurate figures are carried forward and should include: Analysis of outstanding purchase orders; Contract payments; Leave accruals entered or estimated; Analysis of restricted cash; Accurate calculation of year end reserve transfers; All debtor’s invoices raised or estimated; Inventory calculations; Interest and staff accruals; Current provisions.
Task may include items in which the student reads text with single-syllable, unfamiliar words using: letter-sound knowledge context or a combination of both In a multiple-choice item, a minimum of three answer choices must be provided. Restrictions: None Example Items Item 1: Teacher Directions: Listen to this word: beach. (Present three word cards; “bounce”, “bright” and “beach”.) Which word says “beach”? (Point to, but do not read, the answer options.) A. bounce B. bright C. beach Item 2: Teacher Directions: Here is a sentence that goes with this picture of a girl with a hat. (Point to the sentence “The girl wears a hat.” and picture.) Read the sentence to me. The girl wears a hat. Answer Key (for teacher use only) Item 1: Correct if student identifies “beach” independently. Item 2: Correct if student reads “The girls wears a hat” independently. RF.4.3 Reading: Foundational Skills-Phonics and Word Recognition Grade 4 ACCESS POINT (Intermediate Complex) RF.4.3.I. Given examples, student will decode words having similar spelling patterns (CVC, CCVC, CVCC, and CCVCC). PERFORMANCE TASK Requirements: Every performance task must have at least five unique items/questions. In a multiple-choice item, a minimum of three answer choices must be provided. Restrictions: None Example Items Item 1: Teacher Directions: Look at this picture. It is a picture of a fox. Which word sounds like “fox”? (Point to, but do not read, the answer options.)
Student will organize and interpret data to provide evidence for the effects of access to resources on organisms and/or populations, in an ecosystem. Student will organize and interpret data to describe a cause and effect relationship of resource availability on organisms and/or populations in an ecosystem. Given organized data on resource availability, student will identify the effects on organisms and/or populations in an ecosystem based on specific data (i.e., evidence). MS-LS2-1 Life Sciences-Ecosystems: Interactions, Energy, and Dynamics Middle School ACCESS POINT (More Complex): MS-LS2-1.M. Student will organize and interpret data to provide evidence for the effects of access to resources on and/or , in an . PERFORMANCE TASK Requirements: Every performance task must have at least five unique items/questions. Task must include at least two of the following: Graph Chart Table The set of five items must include at least: One item specifying information from a graph, chart or table to support a cause and effect conclusion. One item related to cause and effect establishing a cause and effect relationship. One item must include evidence (e.g., specific part(s) of the data, graph, etc.) to support the student’s claim or conclusion (e.g., an evidence based selected response item). One item organizing data (e.g., from table to graph) to establish a cause and effect relationship. In a multiple-choice item, a minimum of three answer choices must be provided. Restrictions: None Example Items Item 1: Teacher Directions: When scientists studied salmon migrations, they notice that the salmon population is impacted by many factors. The table below summarizes the factors that scientists found to affect salmon migration. Migration Barriers Number of Occurrences Dams 6 Predators 2 Habitat Destruction 11
Answer Key (for teacher use only) Item 1: B Items 2–3: Correct if student selects the first and last squares Item 4: Correct if student selects the first and third triangles MATHEMATICS High School Cluster: Number and Quantity – The Real Number System Cluster: Extend the properties of exponents to rational exponents ACCESS POINTS Built on Three Levels of Complexity More Complex >>>>>>>>Intermediate>>>>>>>> Less Complex Student will determine the value of a quantity that is squared (with a base >5) or cubed (with a base ≤3). Student will determine the value of a quantity that is squared (with a base ≤5) using a model. Student will identify the model with the greater or lesser value when given two models of squared numbers. HS.N-RN.1 Number and Quantity-The Real Number System: High School Extend the properties of exponents to rational numbers ACCESS POINT (More Complex) HS.N-RN.1.M. Student will determine the value of a quantity that is squared (with a base > 5) or cubed (with a base ≤ 3). PERFORMANCE TASK Requirements: Every performance task must have at least five unique items/questions. Task must include five items involving: squares cubes or a combination of both In a multiple-choice item, a minimum of three answer choices must be provided. Restrictions: None Note to Teacher: The more task is distinguished from the intermediate in two ways 1) The use of squared bases greater than 5, and 2) the student not being given a model. At this complexity student are expected to understand square/cube notation and have a process for solving for the value. A student may create a model for use in solving but the teacher cannot be provider of the model.
NDIS Quality and Safeguarding Framework Key points: Reference Group members were provided with an overview of the current status of the proposed national approach to quality and safeguarding: A discussion paper led by the Safeguards and Quality Assurance Expert Group was produced in March 2013 to initiate discussion on a Quality and Safeguarding Framework in the context of an NDIS (to be circulated out of session). An NDIS Quality and Safeguards Consultation paper for a proposed national approach will be presented to Ministers at Disability Reform Council. A period of stakeholder and public consultation will commence from early February 2015 (for approximately three months). DSC has noted that the overall framework being proposed is weaker than the approach taken in WA currently. WA’s well regarded approach to quality and safeguarding has been retained for both WA NDIS trial sites, as a precondition to WA’s participation in the trial. It was NOTED that the development of a proposed national approach is separate from DSC’s Quality System, which is underpinned by the National Standards for Disability Services. ACTION: DSC to circulate discussion paper out of session. Claire Harding WA NDIS My Way Review and Appeals process Key points: Reference Group NOTED the WA NDIS My Way Review and Appeals process. DSC is in the process of recruiting an external pool of people for the Appeals Panel. People will be drawn from a specifically recruited and trained pool of external personnel and government experts on the issue in question. Information and Support Network Key points: Reference Group members NOTED the proposed strategies outlined in the Information and Support Network paper. Any other business Key points: No other business noted. Next meeting to take place on 19 February 2015. File path: w:\ndis\governance\wa\wa ndis my way reference group\minutes\wa-ndis-my-way-reference-group-minutes-10december14.docx
Communications and engagement Key points: Collette Morrow provided an overview of the DSC communications calendar. Participant packs are yet to be group tested. A broad range of strategies for different stakeholders has been identified. The Reference Group agreed that it will be important to include people with psychosocial disability in the communications strategy. A Sector Network group comprising of key communications staff in Disability Service Organisations will be formed as a way of broadening information dispersal on the WA NDIS My Way trial, beyond DSC. Action/s: Suggested contents for participant packs to be circulated to Reference Group members for feedback. Review and provide feedback on the DSC communications calendar (particularly suggested activities post May / June 2014) to Claire Harding All Sector development Key points: A NDIA Sector Development Fund has been provided to WA for strategic investments in community and sector development. The ‘Strategic Investments in Community / Sector Development’ document was tabled. Not all initiatives will be progressed via open tender. Existing mechanisms will be used where appropriate. It was noted that it is important not to duplicate national initiatives. Action/s: Add - Investment in readiness to engage in the planning process (particularly those who appear disengaged). Update - ‘Sector development – education interface’ to Sector development – Mainstream Agency interface including Education. Reference Group to feedback on the proposed initiatives by Friday 28 March. Document to be re-circulated once changes made. DSC DSC All Claire Harding ICT Key points This is not the development of a whole new system, but bolt ons and refinements. The system is being tested by My Way Coordinators.
The key findings and recommendations from this work are included at Appendix C, and build upon the relevant findings and recommendations from the Western Australian Auditor General’s report ‘Managing the impact of plant and animal pests: a state-wide challenge’ that was released in December 2013. Biosecurity of the Pilbara region In December 2014, the Council received approval from the Minister for Agriculture and Food to provide the Minister for Environment with the Council’s response to advice prepared by the Environmental Protection Authority (EPA). The EPA advice, presented in a report titled ‘Cumulative environmental impacts of development in the Pilbara region’, centred on actions to help protect the biodiversity values of the Pilbara region. Along with habitat loss, invasive species are a key driver of biodiversity loss globally. As such, biosecurity is a critical component of any action taken to protect the State’s biodiversity. Following the Council’s response, the Council Chairperson and Deputy Chairperson held a successful meeting with the EPA Chairperson and a senior staff member from the Office of the EPA to discuss the Council’s response and linkages between the work of the Council and the EPA. The Council’s response to the EPA advice is provided in Appendix D, and the Council will continue to monitor developments in this area during 2015/16. Meetings During the 2014/15 year, the Biosecurity Council formally convened four times (August, November, February and May) and held one teleconference (June). Formal invitations to attend meetings were provided to the office of the Minister for Agriculture and Food and the Director General of DAFWA. Table 2 documents Council members’ attendance at meetings. Table 2 Biosecurity Council member attendance at meetings. Name No. meetings attended No. teleconferences attended E/Prof. Alan Robson 3 0 Mrs Michelle Allen 4 1 Mr Kevin Goss 4 1 Mr David Jarvie 4 1 Mr Barry Large 4 1
4 September 2015 CSIRO Health and Biosecurity Gary Fitt CSIRO 4 September 2015 DAFWA biosecurity over the next three years Kevin Chennell DAFWA November 2015 Biosecurity overview – parks and wildlife Geoff Stoneman Department of Parks and Wildlife 6 November 2015 National cost-sharing framework Kevin Chennell DAFWA 19 February 2016 Aquatic biosecurity overview - fisheries Mike Snow, Russell Adams, Victoria Aitken Department of Fisheries 13 May 2016 Biosecurity policy position and action plan – local government perspective Mark Batty WA Local Government Association Other activities Boosting our Biosecurity Defences ‘Boosting our Biosecurity Defences’ (BBD) is a $20 million Royalties for Regions funded project under the Seizing the Opportunities in Agriculture initiative. The BBD project incorporates 11 subprojects, and will build significant capacity within the agricultural sector, and within government, to better manage the biosecurity risks to Western Australia’s economy and rural community. The Biosecurity Council is the external Reference Group for the project, providing an external point of reference and advice for the planning and conduct of the project. The Reference Group held one meeting during 2015/16, chaired by the project manager (Dr Debra Cousins, DAFWA). Research and Development Fund One of the subprojects of the BBD project is the $3.5 million Biosecurity Research and Development (R&D) Fund. The aim of the R&D Fund is to support the
Mr David Anderson 2 1 Mr Johann van der Merwe 1 0 Dr Simon McKirdy 2 0 Ms Tina Thorne 2 0 Presentations to Council Table 3 Presentations to the Biosecurity Council during 2013/14. Date Title Name Organisation 16 August 2013 Plant Health Australia Greg Fraser, Chief Executive Officer Plant Health Australia 16 August 2013 DAFWA Livestock Biosecurity Michelle Rodan, Director DAFWA 16 August 2013 DAFWA Invasive Species Viv Read, Director DAFWA 16 August 2013 Agricultural Recognised Biosecurity Groups Viv Read, Director DAFWA 8 November 2013 DAFWA Border Biosecurity Greg Pickles, Director DAFWA 8 November 2013 Proposed Royalties for Regions biosecurity project P Morcombe, Manager DAFWA 8 November 2013 Declared pests – declaration process Emily Lewis, Manager Rod Randall, Research Officer DAFWA 7 February 2014 DAFWA Plant Biosecurity John van Schagen, Director DAFWA 7 February 2014 Recognised Biosecurity Groups Viv Read, Director DAFWA 7 February 2014 State biosecurity strategy Alison Wilson, Senior Policy Officer DAFWA 23 May 2014 Declared pest review Jon Dodd, Senior Research Officer DAFWA 23 May 2014 Centre for Biosecurity and Food Security Shashi Sharma, Chair Murdoch University In addition, the Council were provided updates from the cross-agency BSOG by Mr John Ruprecht (BSOG Chair) at each meeting.
The stakeholders had similar perceptions about the broad roles and responsibilities of industry, government and communities, but were somewhat uncertain about the more specific functions. The following were identified as the key roles and responsibilities. Industry Good biosecurity provides financial benefits to industry, such as increased productivity and access to markets. Industry contributes to biosecurity-related activities through compulsory levies (such as those through rural R&D corporations), via subscriptions (such as through Plant Health Australia and Animal Health Australia) and voluntary contributions (such as through WA’s Industry Funding Schemes). Industry also undertakes activities to ensure compliance with legislation and protocols, and general surveillance, management and eradication activities. As such, industry is perceived to play a strong role in safeguarding the state’s biosecurity in a number of ways: Being aware and understanding biosecurity (what it is, why it is important, what you can/must do) Reporting and managing declared pests occurring on their land Undertaking measures, including adherence to relevant legislation, to minimise biosecurity risks resulting from business activities Facilitating industry-wide biosecurity activity to deliver industry benefits—including surveillance, eradication, control and funding that is targeted toward providing the best return on investment Proactively engaging with government on biosecurity issues Raising awareness of biosecurity within the industry and community, insomuch as this will provide benefits to the industry. Government It is critical for Government to ensure the effective and efficient investment of public funds. As such, Government has a broad leadership role as communicators, educators, facilitators, coordinators, assessors and protectors. To facilitate industry and community acceptance of government funding decisions, it is expected that valid methods will be used transparently. While industry accepts and supports government’s regulatory role, it expects regulatory requirements to recognise and align with industry operations to minimise ‘red tape’ and ensure practical application. Government roles and responsibilities were identified to include: Targeting effort toward prevention and early eradication, as this provides the best return on investment of public funds Supporting industry / community in eradication and control efforts (e.g. technical expertise, coordination of responses to new biosecurity incursions) Developing and delivering robust legislation, policies, systems and processes to support the state’s biosecurity system Building and maintaining widespread support for and understanding of ‘biosecurity’ Targeting Government investment in biosecurity toward areas of public benefit
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just for fun or inspiration RADaR: Types of Revision RADaR provides ways to consider specific revisions strategies as it stands for Replace Add Delete Reorder Words that are not specific Words that are overused Sentences that are unclear. New details Transitions between ideas Rhetorical and literary devices Unrelated or unnecessary ideas Repeated ideas, words, or phrases To introduce ideas in sequence To improve the logical flow of ideas To connect details to related main ideas Avoiding Plagiarism
FIELD PLAN (AMERICAN & ST NICHOLAS) Date 3RD JULY 2016 WAC Blue CMO Red Atkins Purple Target 1 2 3 4 5 6 7 8 9 10 St Nicholas Bow Styles Longbows & Barebows Longbows & Barebows Longbows & Barebows Compounds Double Boss Compound Double boss Recurve Recurve Recurve Recurve Recurve Distance (face size) 60 Yards (122cm) 60 Yards (122cm) 60 Yards (122cm) 60 Yards (122cm) 60 Yards (122cm) 60 Yards (122cm) 60 Yards (122cm) 60 Yards (122cm) 60 Yards (122cm) 40 Yards (122cm) D1 Paul Gardner Field Captain Julie Beresford Ann Davies Jum Walker Peter May Dave Short Fajil Hussayin Russell King Terry Smith Amy D1 Grant Beresford Meltem Raven Mike Cale Michael Flanders Nick Walker Tim Fleisig Martin Walton Stacey Reeves Gill Ferguson Shelby D2 Scorer Ed Crutcher OR Jason Messer Keith Barrett Richard Holmes Dave Richardson Jeff Smalldridge Barbara Turner Chris Hutchins Carol Dare Bev Huddy D2 Patrick Bishop Chris Denchfield Paul Hardy William Sayers Elisa Bell Dee Wilson D2 ANO ANO ANO ANO
CONTENTS Article Page Definitions … … … … … … … … … 1 Constitution … … … … … … … … … 2 Capital of the WACB … … … … … … … … … 2 Location … … … … … … … … … 3 Objectives … … … … … … … … … 4 Functions … … … … … … … … … 4 Advisory Functions … … … … … … … … 4 Collection of Statistical Information … … … … … … … 5 International Cooperation … … … … … … … … 5 General Principle … … … … … … … … … 6 Independence … … … … … … … … … 6 The Board of Directors … … … … … … … … 6 The Executive Board … … … … … … … … 7 Responsibilities of the Board of Directors … … … … … 9 Relationship with National Central Banks … … … … … 9 Functions of the National Central Banks … … … … … … 10 Reporting Obligations … … … … … … … … 10 Banknotes … … … … … … … … … … 10 Accounts with the WACB … … … … … … … 11 Open Market and Credit Operations … … … … … … 11 Minimum Reserve Requirements … … … … … … … 12 Other Instruments of Monetary Control … … … … … … 12 Relationship with Public Entities … … … … … … … 12 Clearing and Payments Systems … … … … … … … 13 External Operations … … … … … … … … 13 Other Operations … … … … … … … … … 13 Prudential Supervision … … … … … … … … 13 Financial Accounts … … … … … … … … 14
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