zilongwang/ReadingBank huggingface dataset:
1c. Participant Participant (Mutual Obligation) or DSP recipient (Compulsory Requirements) is fully meeting requirements When a Participant (Mutual Obligation) or DSP recipient (Compulsory Requirements) fully meets those requirements, as assessed and recorded by DHS, the Participant will be Suspended in DES for the period of the activity. Proceed to Step 3 1d. Participant Mature aged Participant with Mutual Obligation Requirements is satisfying their requirements through paid and/or voluntary work When a mature aged (55 or over) Participant is satisfying their requirements by undertaking 30 hours of paid and/or voluntary work a fortnight, and this is recorded by DHS, they will be automatically Suspended in Disability Employment Services. Proceed to Step 3 1e. Participant Participant’s Programme Review is delayed beyond 78 of Employment Assistance DES providers cannot service a Participant after 78 weeks of Employment Assistance until the Participant’s eligibility for Extended Employment Assistance has been tested through a Programme Review. If the Programme Review is delayed beyond 78 weeks of Employment Assistance, the Participant will be automatically suspended in DES until the Programme Review is finalised. (See Programme Review, Programme Summary and Exit Guidelines). This is to ensure that, if assessed as eligible, the full six months of Extended Employment Assistance is available. Proceed to Step 6 1f. Participant Volunteer (Non-mutual Obligation) experiences a situation that impacts on their ability to participate When a Volunteer (Non-Mutual Obligation) experiences a situation that impacts on their ability to participate in activities with their DES provider for a set period of time, the DES provider must manually Suspend the Participant for the period that they cannot participate, or for a period up to a maximum of 13 weeks. Multiple periods of 13 weeks may be recorded if appropriate. If a Volunteer (Non-mutual Obligation) has routinely failed to attend Appointments or activities and the DES provider cannot contact them, the DES provider may Exit the Participant. If they do not wish to Exit the Participant, they must immediately Suspend them until contact resumes (also see Programme Review, Programme Summary and Exits Guidelines and Contacts Guidelines). Proceed to Step 2 for details on recording the Suspension period, and the reasons that the Participant may need a Suspension.
ADA/PROWAG Inspection Summary Job/Permit No: Date: Route: Inspector: Limits: Resident Engineer Checked: Municipality: County: FOR ADA COORDINATOR USE ONLY Date Uploaded into ADA Inventory: Uploaded By: List of facilities altered by construction improvement including curb ramps, crosswalks (marked/unmarked), Traffic Signals (APS), and/or sidewalks. For those facilities that are not compliant, attach ADA/PROWAG Inspection Sheet (D1 PD0031), ADA Construction Concurrence (BDE 5801), and supporting documentation justifying non-compliance. These must be presented by the Bureau in charge of the alteration at the next monthly FHWA/BDE Coordination Meeting. Submit the ADA/PROWAG Inspection Summary form to the D1 ADA Coordinator. Marked Route/Street Cross Street (for SW, include distance to nearest cross street) Corner or Leg Leg –N/S/E/W Crossing Direction (NB/SB/EB/WB) Facility Type ADA/PROAG Compliance **FOR NON-COMPLIANT FACILITIES** Inspector must complete the following Curb Ramp Crosswalk Traffic Signal Sidewalk Compliant BDE 5801 Completed w/ Documentation Date Presented to FHWA/BDE: Curb Ramp Crosswalk Traffic Signal Sidewalk Compliant BDE 5801 Completed w/ Documentation Date Presented to F HWA/BDE: Curb Ramp Crosswalk Traffic Signal Sidewalk Compliant BDE 5801 Completed w/ Documentation Date Presented to FHWA/BDE: Curb Ramp Crosswalk Traffic Signal Sidewalk Compliant BDE 5801 Completed w/ Documentation Date Presented to FHWA/BDE: Curb Ramp Crosswalk Traffic Signal Sidewalk Compliant BDE 5801 Completed w/ Documentation Date Presented to FHWA/BDE:
ADA/PROWAG Inspection Summary (Continued) Job/Permit No: Date: Marked Cross Street Corner (NE/SE/SW/NW) Crossing Direction (NB/SB/WB/EB) Intersection No. ADA/PROAG Compliance **FOR NON-COMPLIANT FACILITIES** Inspector must complete the following Curb Ramp Crosswalk Traffic Signal Sidewalk Compliant BDE 5801 Completed w/ Documentation Date Presented to FHWA/BDE: Curb Ramp Crosswalk Traffic Signal Sidewalk Compliant BDE 5801 Completed w/ Documentation Date Presented to FHWA/BDE: Curb Ramp Crosswalk Traffic Signal Sidewalk Compliant BDE 5801 Completed w/ Documentation Date Presented to FHWA/BDE: Curb Ramp Crosswalk Traffic Signal Sidewalk Compliant BDE 5801 Completed w/ Documentation Date Presented to FHWA/BDE: Curb Ramp Crosswalk Traffic Signal Sidewalk Compliant BDE 5801 Completed w/ Documentation Date Presented to FHWA/BDE: Curb Ramp Crosswalk Traffic Signal Sidewalk Compliant BDE 5801 Completed w/ Documentation Date Presented to FHWA/BDE: Curb Ramp Crosswalk Traffic Signal Sidewalk Compliant BDE 5801 Completed w/ Documentation Date Presented to FHWA/BDE: Curb Ramp Crosswalk Traffic Signal Sidewalk Compliant BDE 5801 Completed w/ Documentation Date Presented to FHWA/BDE: Curb Ramp Crosswalk Traffic Signal Sidewalk Compliant BDE 5801 Completed w/ Documentation Date Presented to FHWA/BDE:
Table D3 Impact of Salt Interception Schemes on average simulated salinity at Morgan and the 95 percentile over 1975-2009 period BP BDL BP 2800 Option Scenario Average Salinity at Morgan (EC) 95 percentile Salinity at Morgan (EC) Average Salinity at Morgan (EC) 95 percentile Salinity at Morgan (EC) S4 - 100% benefit 2010 428 712 381 671 2015 451 735 391 686 2050 490 787 431 741 2100 546 866# 471 808 S3 – 84% benefit 2010 470 774 401 709 2015 494 807 412 727 2050 538 862 454 790 2100 594 945 494 851 S2 - 50% benefit 2010 546 864 456 787 2015 570 899 468 805 2050 619 974 515 875 2100 682 1094 555 952 S1 - Baseline SISs 2010 661 1041 537 931 2015 693 1110 554 973 2050 746 1207 603 1075 2100 816 1344 648 1182 # Values highlighted in red are greater than the salinity trigger Table D4 River Murray at Morgan - % of time the target is met (1975-2009) Option Scenario % of time salinity is less than 800 EC BP BDL BP 2800 GL S4 - 100% benefit 2010 99% 100% 2015 98% 99% 2050 95% 97% 2100 91%# 95% S3 – 84% benefit 2010 96% 98% 2015 95% 98% 2050 91% 95% 2100 84% 93% S2 - 50% benefit 2010 91% 96% 2015 88% 95% 2050 80% 91% 2100 69% 86% S1 - Baseline SISs 2010 73% 88% 2015 67% 84% 2050 58% 76% 2100 48% 68% # Values highlighted in red are less than the salinity trigger
Figure G- 1 Exceedance curves for salinity at Lock 6 at 2010 levels of salt accession for the S4 and S1 options for the BP BDL and BP 2800 GL scenario, 1975 to 2000 period Figure G- 2 Exceedance curves for salinity at Lock 6 at 2010 levels of salt accession for the S4 and S1 options for the BP BDL and BP 2800 GL scenario, 1975 to 2009 period Appendix H of model results for Burtundy Figure H1 Exceedance curves for salinity at Burtundy at 2010 levels of salt accession for the S4 and S1 options for the BP BDL and BP 2800 GL scenario, 1975 to 2000 period Figure H2 Exceedance curves for salinity at Burtundy at 2010 levels of salt accession for the S4 and S1 options for the BP BDL and BP 2800 GL scenario, 1975 to 2009 period Appendix I Plots of model results for Milang Table I1 Impact of Salt Interception Schemes on average simulated salinity at Milang and the 95 percentile over the BSMS benchmark period (1975-2000) BP BDL BP 2800 Option Scenario Average Salinity at Milang (EC) 95 percentile Salinity at Milang (EC) Average Salinity at Milang (EC) 95 percentile Salinity at Milang (EC) S4 - 100% benefit 2010 619 954 518 770 2015 634 999 525 782 2050 679 1072# 571 858 2100 716 1143 599 913 S3 – 84% benefit 2010 656 1025 529 791 2015 670 1053 537 804 2050 716 1136 585 884 2100 755 1208 613 941 S2 - 50% benefit 2010 700 1120 564 858 2015 715 1150 573 874 2050 766 1238 623 963 2100 809 1319 653 1021 S1 - No SISs 2010 761 1241 610 949 2015 781 1277 621 971 2050 834 1368 674 1063 2100 879 1452 707 1128 # Highlighted in red are the values greater than the target Table I2 Impact of Salt Interception Schemes on average simulated salinity at Milang and the 95 percentile over 1975-2009 period BP BDL BP 2800
(Notice given by Dr Kaye 5 May 2015) (Notice reallocated to Mr Shoebridge according to resolution of the of 5 May 2016) 5. Alcoholic Beverages Advertising Prohibition Bill 2015: resumption of the adjourned debate (22 September 2016) of the question on the motion of Revd Mr Nile: That this bill be now read a second time—Mrs Maclaren-Jones. (20 minutes) 6. Revd Mr Nile to move— That leave be given to bring in a bill for an Act to amend the Liquor Act 2007 to raise the minimum drinking age from 18 years to 21 years. (Liquor Amendment (Drinking Age) Bill) (Notice 5 May 2015) 8. Revd Mr Nile to move— That leave be given to bring in a bill for an Act to amend the Crimes Act 1900 to prohibit a person soliciting another for sexual gratification for payment. (Crimes Amendment (Soliciting Sex for Payment) Bill) (Notice given 5 May 2015) 9. State Senate Bill 2015: resumption of the adjourned debate (10 November 2016) of the question on the motion of Revd Mr Nile: That this bill be now read a second time—Mrs Maclaren-Jones. (20 minutes) 10. Revd Mr Nile to move— That be given to bring in a bill for an Act to require the public to be notified of the identity and residential address of convicted child sex offenders; and for other purposes. (Child Protection (Nicole’s Law) Bill) (Notice given 5 May 2015) 11. Revd Mr Nile to move— That leave be given to bring in a bill for an Act to prohibit the advertising of sex services; and for other purposes. (Sex Services Advertising Prohibition Bill) (Notice given 5 May 2015) 12. Revd Mr Nile to move—
2. That this House acknowledges: (a) the important role of regional aviation in connecting communities and people across New South Wales, (b) the important contribution that FlyPelican has made to regional aviation since its establishment in June 2015, and (c) the role deregulation of air service routes has played in increasing regional aviation services across New South Wales. 3. That this congratulates FlyPelican on its outstanding achievements and contribution to local business and aviation in the Hunter region. (Notice given 19 October 2016—expires Notice Paper No. 101) 1071. Mr Buckingham to move— 1. That this House notes that: (a) it has been 2917 days corrupt former state Labor Minister Ian Macdonald issued Shenhua with a coal exploration licence in Australia’s food bowl, the Liverpool Plains, in return for a $300 million cash payment to the Government, (b) on Saturday 22 October 2016, it will be exactly eight years since the licence was granted, and (c) a clause in the original 2008 exploration licence allows for the Government to cancel the project after eight years if no “substantial development” of the mine has occurred. 2. That this House agrees that to date there has been no substantial development of the Shenhua Watermark coal mine. 3. That this House calls on the Government to use this opportunity to cancel this mine once and for all. (Notice given 19 October 2016—expires Notice Paper No. 101) 1075. Mr Mallard to move— 1. That this House notes that: (a) on Saturday 24 August 2016, the Blue Mountains Central West Sector Rural Fire Service awards presentation was held at The Kevin Grady & Vince Ward Memorial Fire Control Centre, Katoomba, Blue Mountains, (b) 21 Long Service Medals and/or Clasps were presented to members of the Rural Fire Service representing a total of 572 years of service to their local community, and (c) in attendance at the event were the Member for the Blue Mountains, Ms Trish Doyle MP, the Federal Member for Macquarie, Ms Susan Templeman MP, Councillor Chris Van der Kley, Deputy Mayor of Blue Mountains City Council, and the Honourable Shayne
(xi) Lachlan Murdoch, Deputy Chief Officer, Service for the Treatment and Rehabilitation of Torture and Trauma Survivors, (xii) Mem Fox, author. (2) That this House congratulates the winners of the Humanitarian Awards including: the African Women’s Group — Best Project, (b) Refugee Talent — Business, (c) Refugee Advice and Casework Service — Government/Legal, (d) Behrouz Boochani — Media, (e) Sujan Selven — Refugee Community Worker, (f) Isobel Blomfield — Refugee Supporter, (g) Kerrie Blomfield — Rural and Regional, (h) Janene Annables — Schools, (i) Said Agha Jafari — Sadat Welfare and Sports Association, and (j) Jordan Ablett — Youth. (Notice given 21 June 2017—expires Notice Paper No. 134) 1502. Mr Shoebridge to move— 1. That this House notes that: on 16 May 2015 the number of registered guns in New South Wales was 859,636 but by 11 March 2017 the number had risen to 915,822, which represents a growth of 65,186 registered guns in less than two years, and if this increase in gun ownership continues, then New South Wales is on track to have more than 1,000,000 registered guns by 2020. 2. That this House calls on the Government to stand up for community safety by supporting and strengthening Australia’s internationally recognised gun control laws. (Notice given 21 June 2017—expires Notice Paper No. 134) 1513. Dr Faruqi to move— 1. That a select committee be established to inquire into and report on , and in particular: (a) current and future public transport needs of people in the Illawarra region, (b) options for improving public transport for people in the Illawarra region, including infrastructure upgrades to the South Coast rail line to address overcrowding and to reduce travel times, (c) any economic, social and regional benefits of improvements in speed and service to the South Coast rail line, including between Wollongong and Sydney, and
Date received: Reference numbers: For completion by the building certifier Classification(s) of approved building work Name QBCC Certification Licence number QBCC Insurance receipt number Notification of engagement of alternate chosen assessment manager Prescribed assessment manager Name of chosen assessment manager Date chosen assessment manager engaged Contact number of chosen assessment manager Relevant licence number(s) of chosen assessment manager Additional information required by the local government Confirm proposed construction materials: External walls Double brick Brick veneer Stone/concrete Steel Timber Fibre cement Curtain glass Aluminium Other Frame Timber Other Steel Aluminium Floor Concrete Timber Other Roof covering Slate/concrete Aluminium Tiles Steel Fibre cement Additional building details required for the Australian Bureau of Statistics Existing building use/classification? (if applicable) New building use/classification? Site area (m2) Floor area (m2)
Factor 8 – Physical Demands: FL 8-1 5 points Work is primarily sedentary, although some slight physical effort may be required. This meets factor level 8-1. Factor 9 – Work Environment: FL 9-1 5 points Factor 9-1 is fully met. Work is performed in an adequately lighted and climate controlled office. CLASSIFICATION: Administrative Officer, GS-0341-12 CLASSIFIER: B. Lynn Peterson, NGB-J1-TNC Date: 27 Apr 06
Study Content Overview Housing and neighbourhood Assistance in finding housing Number of times moved home Tenure type Quality of housing Number of bedrooms Neighbourhood characteristics English language proficiency Languages spoken at home English language proficiency Whether attending English language classes Use and helpfulness of interpreting services Employment and income Current employment status Employment characteristics Prior occupation and work experience before coming to Australia Experience of unemployment in Australia Income and government benefits received Financial strain Health Physical and mental health Life stressors and coping Self-sufficiency Experiences and ease of accessing services Information and transport Barriers to service use Community support Levels of support from national, religious and other community group Involvement in community activities Ease of making friends Sense of belonging in Australia Social networks available upon arrival Child-specific elements Use of English and language of family School enrolment and year level School absenteeism Delinquent behaviour Awards/recognition/academic achievement Parental warmth and discipline. Personal resources and life satisfaction Satisfaction with current life and situation Self-concept Self-efficacy Levels of trust in different community groups and organisations Experience of discrimination Family composition and demographics Age Gender of family members Country of birth Marital status Education and training Highest level of education achieved Current education and training undertaken Educational aspirations Previous qualifications gained to arrival in Australia Whether previous qualifications have been recognised Life before Australia Life before settling in Australia including countries resided in prior to arrival The experience of deprivation or trauma Time spent and type of services accessed in refugee camps, Australian detention centres or community detention Reasons for migrating to Australia Immigration experience Life in Australia Expectations of life in Australia before arrival Factors promoting or hindering settlement Ease of settling in Australia 2 Department of Social Services | dss.gov.au/NCLD
Study Content Overview Household Dwelling type and street traffic Household demographics: sex, age, Indigenous status, relationship to parent, relationship to Study Child Child’s general development Global physical health Height, weight, BMI Housing Relocating Number of bedrooms Housing quality Child’s learning and cognition outcomes Language development Matrix reasoning School readiness Reading Writing Numeracy Child’s social and emotional outcomes Behaviour Emotional development Social development Temperament Child health status Global health Disability Medical conditions Oral health Injuries Hospital stays & health visits Sleeping problems Nutrition Parental Health Ongoing health conditions Personal social and cultural resilience Social and emotional wellbeing Smoking habits and child exposure Alcohol habits Parenting Parental warmth, monitoring, discipline Parental involvement Parental self- efficacy Parent living elsewhere Child support Contact with child Quality of relationship with parent Relationships Couple relationships Family cohesion Family violence indicators Major life events for close family & friends Including: pregnancy, illness, funerals, money worries, humbugging, housing issues, alcohol or drug problems, robbed or assaulted, child upset or scared, family split up Language, culture Parent, child & household languages & proficiency Household Aboriginal English use Indigenous cultural events, practices, arts Connection to country Connection to tribe, language group or clan Racism, discrimination, prejudice Parent & partner education & employment Highest school year & qualification Labour status Hours & conditions of work Job duties and responsibilities Leave entitlements Education School type School liking & avoidance School belonging Education choice Absenteeism Teacher relationship Parent engagement Cultural safety at school Finances Financial stress Government benefits Income management management Infant health and development Maternal health and care, alcohol; tobacco and substance use in pregnancy; birth weight post natal depression diet and feeding Community Community/neighbourhood liveability/ facilities Neighbourhood safety Early education & care Formal/informal care Time in care Playgroup Child’s home environment Activities at home & away Activities with family Education expectations Internet use TV, computer and electronic games use Education (asked of teacher) Child characteristics characteristics Teacher characteristics: including Indigenous status, Indigenous education, training & experience School characteristics: including Indigenous cultural approach Other Life satisfaction Caring responsibilities Gambling Stolen generations Free text questions What is it about being Indigenous that helps your child grow up strong? How do/will you teach study child how to deal with racism? Future topics Family history & connection to country Living away from home for school 2 Department of Social Services | dss.gov.au/NCLD
Content Overview Family demographics Sex Age Relationships within family Relationship history Ethnicity Arrival in Australia Country of birth Indigenous status Type of family Children living elsewhere Non-resident children Parental education Socioeconomic position Religion Child’s general development Global physical health Physical measurement Behaviour Child’s social and emotional outcomes Behaviour Emotional development Social development Temperament Child’s learning and cognition outcomes Language development Matrix reasoning Executive functioning School readiness Reading Writing Numeracy Finances Financial stress Financial literacy Government benefits Income Paid work Combining work and family Labour status Job duties and responsibilities Leave entitlements Job search Working conditions Housing Key indicator Current housing Previous housing Home environment Neighbourhood liveability/facilities Social capital Attachment to family/friends Contact with family/friends Neighbourhood belonging Neighbourhood safety Social support Service use and unmet needs Volunteering Civic activities/social participation Health behaviour Alcohol consumption Diet and nutrition Physical activity Sun exposure Smoking Substance use Help seeking behaviours Attitudes towards risk behaviours Sexual behaviours and pregnancy Self-harming and suicidal behaviours Health status Global health Life satisfaction Disability Medical conditions Mental health Medical history Oral health Injuries Ongoing medical conditions Hospital stays Sleeping problems Carer activities Parenting Consistent parenting Hostile parenting Parental warmth Inductive reasoning Parental monitoring Parental involvement Parental self- efficiency Demandingness Responsiveness Autonomy granting Program characteristics Formal/informal care Holiday care Carer-child affection Education/care choices Payment for child care School/care enjoyment Time in care Carer qualification Education Interest in subjects School environment Motivation to learn School belonging Education choice School type School facilities School liking and satisfaction Absenteeism Teacher qualification Parent living elsewhere (PLE) Child support Contact with child PLE characteristics PLE household info Quality of relationship with child and other parent Type of family Parental involvement Relationships Couple relationships Family cohesion Family violence indicators Gender role attitudes Child’s home environment Activities at home Activities outside the home Activities with family Expectations about education Parental involvement Extra-curricular activities Internet use TV, computer and electronic games use Intergenerational data Educational qualification Alcohol and drug use Mental and physical health Breadwinner Financial difficulties Parental educational interest Puberty Future topics Gambling Driving Various risk behaviours Education-work transition Higher education Study child’s offspring 2 Department of Social Services | dss.gov.au/NCLD
Specific feedback - Tier 2 Criterion 1 - Demonstrate the need for the activity in the chosen location. Quality applications: Example – Quality responses clearly described provided evidence of the need for the project. recognised evidence, such as Australian Government priorities, statistics, demographic information, research, reports, or empirical evidence, on why there is a need for the proposed activity in the specific location how the project aligned with the stated need. outlined how the activity will address the identified need, especially how this will deliver benefits to the broader community. detailed information on the project methodology how the activity will deliver benefits to the broader community, e.g. extension activities such as days, workshops and articles. outlined how the activity aligns with the Smart Farms Small Grants outcomes. how the proposed project would contribute to increasing the knowledge and capacity of farmers and fishers; and/or facilitate the adoption of tools, technologies and improved land management practices how the project effectively assists farmers and landholders to sustainably and productively manage Australia’s natural resources and adapt to significant changes in climate, weather and markets. explained how the activity will build on or complement (and not duplicate) existing services and/or support natural resource management investment at the site(s). that the activity is complementary or synergistic but not a duplication of a previous or current work how the activity will build on existing services and support natural resource management investment in the region. Areas for improvement Generally, unsuccessful applicants could have strengthened their responses to Criterion 1 by: providing detailed information and evidence of the need for the activity outlining how the proposed project contributes to increasing the knowledge and capacity of farmers and fishers; and /or facilitates the adoption of tools, technologies and improved land management practices outlining how the activity assists farmers and landholders to effectively, sustainably and productively manage Australia’s natural resources and adapt to significant changes in climate, weather and markets demonstrating that the proposed activity builds on previous or current work.
Government frameworks and processes DTA digital service standard Methodologies, procedures and standards Research and observation methods Analysis and synthesis Agile Team roles and responsibilities Tools Collaboration tools and techniques Theory/theoretical Strategic perspective Principles Agile practices & principles Ethics and privacy evaluation Findings and insights Metrics and measurement Communication Continuous improvement Storytelling Communicating with influence Relationships and interpersonal Collaboration and planning Working effectively in teams Listening Leadership and management Facilitation Digital by default Professional Analytical mindset Awareness of cognitive bias Persuasiveness Intuition Personal Curiosity Empathy Emotional intelligence Passionate about creating value for users Willingness to learn Positive / optimistic Objectivity Relevant SFIA skills The Skills Framework for the Information Age (SFIA) is a global standard that defines Digital and other ICT related skills. A person possessing the following SFIA skills at the levels indicated would be capable of performing the role described by this standard. Code Skill Applicable Levels Caveats* User research 4 User experience analysis 4 User experience evaluation 3 Business analysis 4 *Caveats are identified components of a SFIA that are not explicitly required for the current role. For the purpose of this Learning Design Standard the SFIA description should be read as though the caveated components were not included in the SFIA skill description.
Unit 6. Analysing and presenting user research findings Learning objective: Sharing user research to decision makers and stakeholders. Topic title Topic learning objectives Critical content 6.1 Analysing a user research session Filter, organise and interpret data to produce useful insights How to plan an analysis session, including: inviting the people who observed the research to take part in the analysis to reduce the risk of researcher bias deciding the next plan of action as a group determining how much time to spend on analysis and research Applying a process to gather observations quickly and easily to extract observations and create themes, for example: common topics, such as identity and delivery common user behaviors determining findings reviewing the notes in each group to determine the observations writing findings as short statements that summarise what has been learned using findings to make decisions or new research plans, including: new design ideas, things to change in a prototype and test in research new user stories to add to the backlog strategic insights to develop user or service roadmap 6.2 Sharing the findings Present user research findings Depending upon how the research is carried out, sharing it with: stakeholders
Telecommunication Development Advisory Group (TDAG) 23rd Meeting, Geneva, 9-11 2018 Document TDAG-18/13-E 31 January 2018 Original: English Chairman, ITU-D Study Group 2 ITU-D 2 2018-2021 Summary: This report provides the scope of work of ITU-D Study Group 2 for the 2018-2021 study period as agreed by the 2017 World Telecommunication Development Conference (WTDC-17). It also contains information on WTDC-17 decisions with impact on ITU-D study groups and the work plan for Study Group 2 to implement the mandate. The first meeting of ITU-D Study Group 2 for the new study period will take place from 7 to 11 May 2018. Action required: TDAG is invited to take note of this document and provide any guidance as deemed appropriate. References: WTDC-17 final report WTDC-17 decisions with impact on ITU-D study groups The ITU-D study groups follow the process and working methods set out in Resolution 1 (Rev. Buenos Aires, 2017) “Rules of procedure of the ITU Telecommunication Development Sector” and work in accordance with the work plans adopted by WTDC-17. WTDC-17 reinforced the role of the ITU-D study groups to provide membership with a platform to share experiences, present ideas, exchange views, and achieve consensus on strategies to address telecommunication/ICT priorities. In so doing, the role of the ITU-D study groups to assist Member States in achieving their SDG targets and specific development goals was strengthened. With regards to the scope of the ITU-D study groups, ITU-D Study Group 1 will continue to focus on “Enabling environment for the development of telecommunications/ICTs”. ITU-D Study Group 2 has a renewed focus on “ICT services and applications for the promotion of sustainable development”. The creation of possible working parties is up to each study group, as per their requirements. The new management team appointed by WTDC-17 to lead the work of the two
Rubric for Speaking Quiz Nombre: __________________________________ 10 pts 9 pts 8 pts 7pts Task Completion Superior; elaboration of details Task completed; appropriate responses, adequately developed Task partially completed; responses not fully developed. Minimal attempt to complete task with frequent inadequate responses on utterances. Comprehensibility Responses readily comprehesible Responses comprehensible; requires minimal interpretation Responses mostly comprehensible; requires interpretation by listener. Responses barely comprehensible. Fluency Continuous speech, little stumbling. Some hesitation, but student continues and completes thoughts. Slow speech and frequent pauses, few or no incomplete thoughts Speech is halting and uneven with long pauses and/or incomplete thoughts. Pronunciation Message understood with ease. No interference with understanding the message in of a few pronunciation errors. Occasional problems understanding message due to native language accent. Frequent errors makes it difficult to understand message. Use of Vocabulary Rich use of vocab with frequent attempts at elaboration. Vocabulary accurately and adequately used. Somewhat inadequate and/or inaccurate use of vocabulary. Inadequate and/or inaccurate use of vocabulary. POINTS X 2: ________________ COMMENTS:
Compliance Verification Program Review PURPOSE The program review serves to gauge program performance during the course of each task assignment. This program review seeks to ensure effective communication (both written and verbal) between the contractors and DEP. Each section contains a comment area used to explain deficiencies and to highlight superior performance. DEP’s program review will emphasize the Contractor’s performance in relation to inspection type, facility type and inspector competence. DEP will use these program reviews during the development of future performance standards. The program reviews will evaluate the entire fiscal year task assignment. In summary: Provide comments Highlight deficiencies and superior performances Conduct periodic reviews during course of task assignment Provide copies to the contractor and the Contract Manager with the Permitting and Compliance Assistance Program (PCAP) within two weeks of completion. Request response from the contractor within 45 days of issuance of the program review. Directions for Completing Contract Review Form Program Management Have the required number of routine compliance inspections been done as required by the Scope of Work in the contract? Have all the applicable inspections: installation, closure, discharge, re-inspections and complaint been conducted, and the reports completed, as specified within the contract? Has the contractor generally met the Level of Effort time frames specified by DEP? Refer to Guidance Document F. Were closure documents received as required and properly reviewed? Were appropriate closure letters sent? Was follow up conducted as needed? Are the Payment Calculation Sheets submitted to the Task Manager electronically by the 10th of the following month, and are the electronic invoices (deliverables) submitted by the 15th of the following month to PCAP? Was the Task Manager copied on the electronic invoice submittal? Have performance deficiencies noted in previous task assignment(s) been addressed and corrected by management or staff? Data Management Are all FIRST entries relevant to facility status done? This includes such things as site maps, photos, EQ information, registration information, outreach prior to routine
Encouraging lawful behaviour of income support recipients 2018 Budget The Government will work with states and territories to put in place a process to encourage people on welfare to clear fines and outstanding arrest warrants. What was announced in the 2018 Budget? In the 2018-19 Budget, the Australian Government announced its intention to work together with state and territory governments to encourage Australians to meet their obligations under state and territory laws. These measures are part of a suite of Budget initiatives to strengthen mutual obligation requirements for people receiving welfare payments. From 1 March 2019, the Government intends to introduce new measures that encourage welfare recipients defaulting on their fines to pay their debt, and for welfare recipients to clear outstanding arrest warrants for serious criminal offences, or face payment suspension. The Australian community expects people who seek help from the welfare system to meet their mutual obligations and abide by the law. fines Defaulting on court-imposed fines has serious consequences that make it harder for someone to find and maintain a job, including suspension of their driver’s licence, vehicle immobilisation and incarceration. From 1 2019, people receiving welfare payments with outstanding court-imposed fines will be encouraged to make repayment arrangements via Centrepay. If they do not voluntarily enter a repayment arrangement, they will be contacted by Centrelink and encouraged to enter a repayment arrangement with the relevant state and territory government. If they fail to enter an arrangement, compulsory deductions will be taken from their welfare payments to pay for their fines. People who are repaying debts to the Commonwealth, such as Centrelink overpayments or tax debts, will not be affected by this measure. Arrest warrants From 1 March 2019, people receiving welfare payments with outstanding arrest warrants for indictable criminal offences will have their payment suspended or reduced by half if they have dependent children.
Student measures 2018 Budget There are a range of changes to support students in the 2018 Budget. These changes will begin in 2019 – the 50th anniversary of ABSTUDY. What was announced in the 2018 Budget? In recognition of the 50th anniversary of ABSTUDY, the Government is investing $38.1 million, over five years, to support Aboriginal and Torres Strait Islander students who need to travel away from home for education. 50 Years of ABSTUDY Improving school attendance through safer, fairer and more flexible travel arrangements for Aboriginal and Torres Strait Islander students studying away from home Changes to ABSTUDY Fares Allowance will improve the safety, fairness and flexibility of travel arrangements for Aboriginal and Torres Strait Islander school students. These changes support families of Aboriginal and Torres Strait Islander school students to become more involved in their children’s education through visits to the school for important events. Key From 1 January 2019, the changes include: Safe Travel Plans for school student travellers; increasing the maximum number of supported family and community member visits for school events each year; providing greater flexibility for travel to or from locations other than the student’s home and school; fairer rules for travel to interstate schools and streamlining the process for determining cost effectiveness of that travel; and introducing fairer penalties for missed travel appointments. Consistent ABSTUDY Living Allowance rates for students studying away from home From 1 January 2019, the ABSTUDY Boarding Supplement and Living Allowance rate will combine to create one consistent payment for boarding students. All Aboriginal and Torres Strait Islander secondary school students who need to live away from home to study will have access to the same maximum rate of assistance. This change will make it easier for students, their families and their boarding schools or hostels to understand the rates. It will also ensure that
Community Health: Concentration in Wellness and Health Promotion Corbin made a motion to recommend; seconded by K. Lawrence. Unanimous 7. Alteration of an Existing Course FSA 381 – Perspectives Experience R. Casella made a motion to recommend; seconded by J. Kim. Unanimous. Passed 8. Alteration of an Existing Program Outdoor Recreation M. DiVita made a motion to recommend; seconded by C. Costell Corbin. Unanimous. Passed 9. Alteration of an Existing Course SHH 481 – Clinical Practicum II K. Lawrence made a motion to recommend, seconded by C. Costell Corbin. Unanimous. Passed 10. Alteration of an Existing Course SPE 270 – Introduction to Special Education The prerequisite in the proposal needs to be removed per the alteration. P. Schroeder will make this correction. C. Costell Corbin made a motion to recommend; seconded by S. Wilson. Unanimous. Passed Meeting Adjournment With no further business, the meeting was adjourned at 3:35 p.m. Adjourned Submitted by Pam Schroeder Approved 3/8/2017
Date student enrolls full time in public elementary or secondary school For Postsecondary students, earlier of: Date student completes postsecondary education Date student turns 22 For a student with a disability, when the student turns 26 For students not described in subparagraphs b or c, earlier of Date when student turns 22 End of 4-year period during which account is not used Return of – Funds remaining in ESA before account terminates will be: Returned to the Secretary of Educations; and Used for the Military ESA program Compulsory Attendance Requirements Military ESA’s satisfy compulsory attendance requirements Special Rule – A student with a Military ESA who attends a public school part-time: May not attend school free of charge Will use funds in the account to pay for child’s cost of attendance Tax Treatment of Accounts In General - Military ESA is exempt from taxation Contributions and Distributions Contributions shall not be included in gross income of individual who Is beneficiary of the account of the parent of that individual Distributions from the account will not be included in gross income Privacy – Family Education Rights and Privacy Act applies to qualified education service provider in same way it applies to an educational agency or institution Fraud Prevention and Reporting – Secretary of Education shall establish a website and telephone hotline for individuals to report fraud. The Secretary will also conduct or contract random quarterly or annual audits of ESA’s Contract Authority – Secretary of Education can enter into contracts to carry out this section Surety Bond In General – Qualified education service providers required to put up a surety bond (amount determined by Secretary of Education) if it receives at least $100,000 in Military ESA funds Retention – Secretary determines how surety bond will be retained Refunds – Secretary shall establish a process for service providers to refund accounts in cases of fraud or nonperformance Rules of Construction –
English IV Writing Assignment 2: Compare/Contrast Essay When have you felt compelled to do something you knew was wrong? Please create an essay of one typed page or less (about 4-7 paragraphs) that compares and contrasts your personal experience with conformity (being driven by pressure to do something you did not want to do) with the experience of the narrator in George Orwell’s essay, “Shooting an Elephant.” Your essay should meet the following criteria: 3 2 1 Thesis A strong thesis that answers the question, “What about your experience was similar to Orwell’s, and what was different?” A thesis that answers only one of these questions, or answers both in an incomplete manner. A thesis that fails to address either question, is poorly worded or confusing. Support You’ve chosen at least two examples from “Shooting an Elephant” AND two examples from your own experience that support the point you make in your thesis. You’ve chosen fewer than four examples, or examples that don’t really support your thesis. You’ve chosen fewer than two examples, or examples that do not support your thesis. Conclusion A strong conclusion that restates the thesis and neatly wraps up the arguments of the essay. A conclusion that merely restates the thesis, or that fails to do so. No conclusion. All essays are due in 12-point Times New Roman by Tuesday, Aug 26. Don’t panic.
Successful engagement in continuing professional development activity related to teaching, learning, assessment and, where appropriate, related professional practices The Dimensions of Practice of the UK Professional Standards Framework are organised as follows: Areas of Activity; Core Knowledge; and Professional Values, and as shown below. Areas of Activity Core Knowledge Professional Values A1: Design and plan learning activities and/or programmes of study A2: Teach and/or support learning A3: Assess and give feedback to learners A4: Develop effective environments and approaches to student support and guidance A5: Engage in continuing professional development on subjects/disciplines and their pedagogy, incorporating research and scholarship and the evaluation of professional practice K1: The subject material K2: Appropriate methods for teaching, learning and assessing in the subject area and at the of the academic programme K3: How students learn both generally and within the subject/disciplinary area(s) K4: The use and value of appropriate learning technologies K5: Methods for evaluating the effectiveness of teaching K6: The implications of quality assurance and quality enhancement for academic professional practice with a particular focus on teaching V1: Respect for individual learners and diverse learning communities V2: Promote participation in HE and equality of opportunities for learners V3: Use approaches and the outcomes from research, scholarship and continuing professional development V4: Acknowledge the wider context in which higher education operates recognising the implications for professional practice We also recommend you to read the following document on the UKPSF: PASSPoRT resources can be found at If you have any questions or concerns in relation to completing your reference, please don’t hesitate to contact the e-PASSPoRT lead, Dr Christine Smith or x38684; or the PASSPoRT scheme administrator, Helen Smith or x38622
Data Collection Determine Project Timing: FY PE FY LA FY Constr. Letting: Determine Funding: Interstate STP State Only HES NHS BRRP with Plan Preparation to see if they have begun work on the project: Yes No Squad Leader: If they have worked on project, obtain files or plans and review. Inventory Existing Data – any surveys, aerial mapping, old plans, photographs, files, etc. Request Data Programming - Traffic volumes. Use form to request current and projected ADT’s, DHV, Structural traffic, cross road traffic and intersection traffic for all marked routes and other major intersecting sideroads. Requested Received Land Acquisition - Request at beginning of project 2 sets of ROW plats. Requested Received Project Implementation - Soil Surveys for projects with pavement widening, relocation or grade change and/or pavement cores. Pavement Cores Requested Received Soil Survey Requested Received Operations - Accident Data Requested Received (Ask for collision diagrams at intersections. Operations should also be to provide information on speed limits, entrance permits and any knowledge they have of particular problems.) Property Owners - Once the need for additional ROW is established, a trip to the appropriate should be made to find the names of landowners. Scoping - All bureaus are involved in the scoping process and it is expected that input will be through this process. It would be beneficial however, to specifically discuss the project with Operations. The Bureau of Local Roads should be consulted on all projects in urban areas or any that would involve improvements on local roads or detours that involve local roads. Engineering Determine Appropriate Design Criteria: AASHTO (Over 5,000 ADT) Highway Design for Local Roads & Streets BDE Manual - 2002 Determine Project and Limits: Bridge Intersection/Safety All New Structure Resurface Replace Super Widen and Resurface Replace Deck Reconstruction Deck Repair