zilongwang/ReadingBank huggingface dataset:
Timetable “Deleuze. Guattari. Schizoanalysis. Education” Monday 9th December Time Activity LL.001 LL.002 LL.003 8.30-9.45 Registration 9.45-10.15 Official Welcome and Acknowledgement of Country 10.15-10.30 Morning Tea 10.30-11.30 Keynote 1 – A/Prof Taylor Webb The Dogmatic Image of Education and the Production of the New 11.30-12.00 Concurrent Presentation 1 Johnson Lessons from the Plagiarists Deleuze and Guattari Jan Jagodzinski Guattari’s Ecological Legacy <—> Facing the Anthropocene <—> Scatter, Adapt, Remember and Die <—> the Dilemma of Art and its Education 12.00-12.30 Concurrent Presentation 2 Nicholas Mercer Affective Education in Singapore: A Deleuzian Critique Jason Wallin The onto-ecology of "dark art" 12.30-1.00 Lunch 1.00-3.00 Symposium 1: The thesis as a minor literature: reterritorialisation of research conditions Eilen Honan (Convener) Papers Eileen Honan “A tetralinguistic account of the thesis text” Sarah Loch “Write/Right there in the middle: Journeying this thesis with Deleuze and Guattari” Linda Henderson “Connecting with the “cramped spaces” of thesis re-presentation” Sam Sellar “Pedagogical dialogues: Toward collective assemblages of enunciation in educational research” Playing with the arts with Deleuze Bronwyn Davies (Convener) Papers Linda Knight “Imagination and creativity: untethered or conditional?” Anna Hickey-Moody “Decolonizing Beethoven: Popular knowledges, popular culture and the postcolonial primary classroom” Stewart Riddle “Doing music with Deleuze: assemblages of youth as musicking-machines” Sheridan Linnell and Bronwyn Davies “poetry, art and Deleuze” 3.00-3.30 Afternoon tea 3.30-4.30 Keynote 2 – Professor Ian Buchanan Deleuze and Guattari’s Topography 4.30-6.30 Drinks at the Tavern
Deliberate Practice Plan Name: Anne Reynders School Name: Sawgrass Bay Elementary School Year: 2012-2013 Date of Plan: October 12, 2012 Deliberate practice is a way for teachers to grow their expertise through a series of planned action steps, reflections, and collaboration. Involved in the Deliberate Practice Plan are: setting goals, focused practice, focused feedback, observing and discussing teaching, and monitoring progress. Step 1: Self-Assessment Complete the Self-Assessment on the system using the 5-Scale Marzano Rubrics and complete the table below. Identify one to three instructional strategies scored at lowest level/score on your self-assessment, and upon which you have an interest in improving, and the corresponding score (for purposes of establishing a data point for the baseline): Instructional Strategy Current student behavior/learning that I want to see improve as a result of focusing on this target strategy Changes in student behavior/learning I expect to see as a result of focusing on this target strategy. 1. Element 1 Providing Clear Learning Goals and Scales Students are able to rate their understanding on a basic level but are inconsistent in their self evaluation. When prompted to self evaluate their progress toward the learning goal they gravitate towards the higher or lower ends of the scale. Students will be able to explain the meaning of the levels of understanding that are in their scale or rubric with accuracy. Students should progress from minimal understanding at the beginning of a lesson towards mastery, with their self evaluation being an honest reflection. 2. Element 15 Organizing Students to Practice and Deepen Knowledge Student groups have had many challenges with completing activities in a timely fashion. Groups may have problems with peer interaction based on ability level or socialization. Students be able to explain how working with a peer or in a group benefits them as a learner. Differentiation would take place in each content area by offering tiered activities to each group based on their most recent data.
Table 1A: Comparison with other Qualitative Approaches Typical sample Typical Objective Expert contribution normally assumed Deliberative research 10-1000 Several days+ Typically, participants share values with population of interest Arrive at a consensus through public reasoning Y Participatory research (including Focus Groups) Groups of 8-10 2 hours Share meanings with population of interest people’s attitudes and their responses to challenge N Action research or minority group 1 day + The expression of the interest Express values; empowerment N In-depth interviews 1 by 1 60+ mins Share meanings with population of interest For researcher to understand meanings behind pattern of interviewee’s attitudes N Attitude surveys 1000+ 45 mins Statistical probability sample For researcher to understand pattern of interviewee’s attitudes as expressed N Table 1B: Comparison with other Qualitative Approaches (continued) Engagement with others Expectation of attitude change Epistemology: positive/ individualist vs. interpretative; pre-existing vs. constructed Deliberative research Respectful and open to other’s views Y Attitudes constructed through interaction
DELIMARCHÉ delicious food, delicious coffee, everytime! Hot Meals Lunch - Week 1 Monday Tuesday Wednesday Thursday Friday Soup Minestrone Soup Country Chicken and Vegetable Soup Leek and Potato Soup Tomato Soup Minestrone Soup Meat main Chicken Rogan josh BBQ meatballs Hot Dog Casserole Sweet & Sour Chicken Supreme of Cod Mornay Vegetarian main Macaroni cheese vegetable Bean Cassoulet & dumplings Creamy Leek & Mushroom Pasta Chick Pea & Butternut Squash Curry Spinach & Ricotta Cannelloni Starch Steamed Yellow Rice Penne Pasta Mashed Potato Vegetable rice Mashed potato Vegetable 1 Broccoli Vegetable Medley Vegetable medley Peas Peas Vegetable 2 Beans Beans Beans Beans Lunch - Week 2 Monday Tuesday Wednesday Thursday Friday Soup Country Chicken and Vegetable Soup Cream of Mushroom Soup Carrot & Coriander Soup Red Pepper and Tomato Leek and Potato Soup Meat main Tuscan pork stew Asian Pulled Chicken Beef in pepper Chicken Rogan Josh Salmon Tomato Basil Sauce Vegetarian main garlic risotto Chick Pea & spinach Curry Vegetable Bean Cassoulet & Dumplings Creamy Leek & Mushroom Pasta Macaroni Cheese Starch Herby Diced Potato Long Grain Rice Herby Diced potato Boiled potatoes Boiled Potatoes Vegetable 1 Broccoli Vegetable Medley Vegetable Medley Broccoli Carrots Vegetable 2 Beans Beans Beans Beans
Exterior Lighting Operable and adheres to contract P / F Accessible Lift / Ramp Operable and adheres to contract P / F Chassis / Frame Inspect for leaks, damage, etc. P / F Electrical Inspect electrical system applicable, including battery(ies) P / F Engine Inspect for leaks, loose components and noises P / F Federal VI Non-discrimination notice posted in vehicle P / F HVAC Run heater, AC, fan and inspect compressor / condenser P / F ROAD TEST Engine Operates as expected, gauges read normal P / F Brakes / Parking Tested and operate as expected P / F Vibrations No unexpected vibrations at varying speeds P / F Speed Vehicle tested at varying speeds and on a roadway with posted speed ≥ 55mph P / F Wipers / windows / seats Tested, operate as expected P / F Safety First aid kit, fire extinguisher, orange triangles P / F Other Report other tests or issues Attachment C - Post-Delivery Buy America Certification and Report Attachment C was completed by: Print Name: Phone: Email: BUY AMERICA CONTENT CERTIFICATION This certifies the Supplier’s status of compliance with FTA Buy America Regulations set in 49 C.F.R § 661.11. Vendors often provide materials necessary to complete Attachment C.
Attach additional sheets that list the Buy America location and domestic content by component to this document package. This will be provided to you by the vendor. Supplier Signature: Date: Print Name: Title: Phone: Email: For each component supplied for the Contract, the Supplier attests that (CHECK ONE BOX): The required percentage of subcomponents, by cost, are of U.S. origin/manufacture, and is manufactured in the U.S. The Supplier attests that the U.S. content of subcomponents, by cost, is as indicated See 49 CFR 661.11(g). Less than the required percentage of the subcomponents, by cost, are of U.S. origin/manufacture, and the component is manufactured in the U.S. (in such case, the cost of U.S. subcomponents is eligible for inclusion towards domestic content calculations). The Supplier attests that the U.S. content of subcomponents, by cost, is as indicated in the attached documents. See 49 CFR 661.11(l). The component contains subcomponents of domestic origin, however, the component is NOT manufactured in the U.S. (in such case, the cost of U.S. subcomponents is eligible for inclusion towards domestic content calculations only if the U.S. subcomponent(s) received a tariff exemption). The Supplier attests that the U.S. content of subcomponents, by cost, is as indicated by the attached documents. See 49 CFR 661.11(j). ROLLING STOCK VEHICLE PROCUREMENT Post-Delivery Audit Report Use the following template to complete the Post Delivery Audit report. Complete all sections highlighted in yellow. Additional comments and sheets may be added. GRANTEE DELIVERY DATE The following information can be obtained from the WisDOT Procurement or will supplied by the vehicle vendor. WisDOT Procurement Line Item Number Cycle/Year: Vehicle Type: Vendor:
Revision History Date or Version Number Author Change Description Comments Version 0.0 February, 2015 Michael Odom Initial Draft Version 3.0 June, 2015 SPP Staff Proposed new study concept Version 5.0 July, 2015 SPP Modified study assumptions Version 6.0 August, 2015 SPP Staff Provided options for reporting deliverability results Version 9.0 October, 2015 SPP Staff Updated language per Stakeholder feedback Version 10.0 November, 2015 SPP Staff Updated language per Stakeholder feedback Version 11.0 November, 2015 SPP Staff Updated language per Stakeholder and Staff feedback Version 12.0 November, 2015 SPP Staff Updated language per Stakeholder feedback Version 13 November, 2015 SPP Staff Updated language per Stakeholder feedback Version 14 February, 2016 SPP Staff Updated language per Stakeholder feedback
Appendix: Summary of key Term Definition Examples Cloud-related business All business activity that involves a service that is part of the cloud value chain (e.g. cloud-based consulting, manufacturing hardware used in data centres) Cloud consulting services, Amazon S3, manufacture of components to be used in data centres Cloud business All cloud-related business activity conducted by firms that have an internal cloud service capability. consulting, Amazon EC2/S3, Azure Cloud value chain The full set of businesses that are required to create cloud-based services. Elements of the value chain include hardware manufactures and integrators, data centre operators, IaaS/PaaS and SaaS providers, and ICT service providers Dropbox service uses Amazon’s S3 storage service. Amazon, on the other relies of various IT component manufacturers in its data centres. The “Dropbox value chain” includes (at least) these activities Cloud-based service A service that has an IaaS, PaaS or SaaS component, and possibly additional human-delivered services. Cloud service capability A firm with a ”cloud capability” can offer a cloud-based service without completely relying on other firms’ capabilities. broker A cloud broker is an entity that manages the use, performance and delivery of cloud services, and negotiates relationships between cloud providers and cloud consumers. Virtually all IT service companies in Europe; Cloud Compare, ComputeNext Cloud brokerage The action required for a cloud consumer to obtain cloud services through a cloud broker. Cloud federation Cloud federation is the possibility for a cloud consumer to send a cloud request to multiple cloud providers as if they were a single cloud provider. OnApp Cloud aggregation A cloud aggregator is a type of cloud broker that packages and integrates multiple cloud computing services into one or more composite services. Ingram Micro Cloud, (Younited)
Cloud provider A person, organization, or entity responsible for making a service available to interested parties. Amazon, IBM, Microsoft Cloud consumer A person or organization that maintains a business relationship with, and uses service from, Providers. Cloud (brokering) enablement Solutions, offerings needed to make cloud brokering possible. Gravitant (CloudMatrix)
Fitzherbert N – Presentation Magic (Marshall Cavendish, 2011) ISBN Gallo C – The Presentation Secrets of Steve Jobs: How to Be Insanely Great in Front of Any Audience (McGraw Hill, 2010) ISBN 978-0071636087 Hall, R – Brilliant Presentation (3rd edition) (Prentice Hall, 2011) ISBN Leigh A – The Charisma Effect (Prentice Hall, 2008) ISBN 978-0273717218 Morris T and Goldworthy S – PR Today (Palgrave Macmillan, 2012) ISBN
Unit: Delivering Education and Training L4 CV6 Ofqual Unit Reference Number: M/505/0122 Unit Review Date: 31/05/2017 LEARNING OUTCOMES ASSESSMENT CRITERIA EVIDENCE LOCATION The learner will: The learner can: Be able to use inclusive teaching and learning approaches in accordance with internal and external requirements the effectiveness of teaching and learning approaches used in own area of specialism in relation to meeting the individual needs of learners an inclusive teaching and learning environment an inclusive approach to teaching and learning in accordance with internal and external requirements Be able to communicate with learners and other learning professionals to promote learning and progression benefits and limitations of communication methods and media used in own area of specialism communication methods and media to meet individual learner needs with other learning professionals to meet individual learner needs and encourage progression Be able to use technologies in delivering inclusive teaching and learning benefits and limitations of technologies used in own area of specialism technologies to enhance teaching and meet individual learner needs Be able to implement the minimum core when delivering inclusive teaching and learning ways in which minimum core elements can be demonstrated when delivering inclusive teaching and learning minimum core elements in delivering inclusive teaching and learning
human interactions of school and partners to calm the situation and reassure everyone that you will find a solution empowerment of others in the situation to assist in the problem solving. Knows who key people are who can advise with difficult situations. Follows and fulfils role of expectations by striving to work effectively within current system Refers to current processes and policies for appropriate response. Designs and jobs to achieve Recognises that certain processes were not working effectively and designs processes and policies to guide future practice. Adapted from Vilkinas, T., Leask, B., & Ladyshewsky, R. (2009). Academic leadership: Fundamental building blocks [Resource book]. Strwberry Hills, New South Wales: Australian Learning and Teaching Council.
Data Protection Officer: Welsh Government Cathays Park CARDIFF CF10 3NQ e-mail: The contact details for the Information Commissioner’s Office are: Wycliffe Water Lane Wilmslow Cheshire SK9 5AF Tel: 01625 545 745 or 0303 123 1113 Website: Confidentiality Responses to consultations may be made public on the internet or in a report. If you do not want your name and address to be shown on any documents we produce please indicate here If you do not want your response to be shown in any document we produce please indicate here CONSULTATION FORM Adult Learning in Wales - Consultation on the funding and delivery structure of adult learning in Wales Date: Name Organisation Address E-mail address Telephone Type (please select one from the following) Businesses Planning Authority Government Agency/Other Public Sector Professional Bodies/Interest Groups Voluntary sector (community groups, volunteers, self help groups, co-operatives, enterprises, religious, not for profit organisations)
Model 2: Adult Learning Partnerships to lead on the delivery of adult learning Q6. Do you think that supporting partnerships directly to deliver adult learning would be the best way to ensure that provision is delivered fairly across Wales? X Yes No Don’t Know Further comments Q7. Do you think that the current partnerships are sufficiently robust and well structured to take on this responsibility? X Yes No Don’t Know Further comments
Discussion Q11. Q11 - Which of the three models outlined would be the most effective in ensuring provision is equitable and accessible to learners across all of Wales? X Model 1 – Local authorities and / or Further Education Colleges Model 2 – Adult Learning Partnerships to lead on the delivery of the adult learning Model 3 – A single National Community College for Adult Learning Q12. Q12 - Which of the three models outlined would be the most effective in ensuring provision is equitable and accessible to learners across your unitary authority? X Model 1 – Local authorities and/or Further Education Colleges to lead on the delivery of adult learning Model 2 – Adult Learning Partnerships to lead on the delivery of adult learning; Model 3 – A single National Community College for Adult Learning Chapter 2 - Funding adult learning in Wales Options for changing the way we distribute the Community Learning Grant (CLG). The purpose of this consultation is to deliver a system that ensures a more equitable and fairer distribution of funding and delivery of provision across the whole of Wales. Q13. Which of the funding options do you support, and why? X Funding Option A – allocation derived by population alone Funding Option B - allocation derived by population and Income Deprivation Funding Option C – allocation derived by population and Education Deprivation Funding Option D- dissolve the CLG and transfer the funding to the RSG Please state your reason
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No child will be released into the care of anyone not known to educators. Parents must give prior notice where: the person collecting the child is someone other than those mentioned on the enrolment form (eg in an emergency) or is a variation in the persons picking up the child, including where the child is collected by an authorised nominee who is unknown to educators. If educators do not know the person by appearance, the person must be able to produce some identification. If educators cannot verify the person’s identity they will be unable to release the child into that person’s care. If the person collecting the child appears to be intoxicated, or under the influence of drugs, and educators feel that the person is unfit to take responsibility for the child, educators will: discuss their concerns with the person, if possible without the child being present suggest they contact another parent or authorised nominee to collect the child. educators will inform the police of the circumstances, the person’s name and vehicle registration number if the person insists on taking the child. Educators cannot prevent an incapacitated parent from collecting a child, but must consider their obligations under the relevant child protection laws. If a child has not been collected by the time we are due to close the service, the Nominated Supervisor will: attempt to contact the parents or other authorised nominees. (Earlier attempts may have also been made to contact the parents and nominees) leave a voicemail or SMS message on the parent’s phone if they do not answer advising he or she will wait up to 30 minutes before ringing the police or Child Protection Hotline wait for 30 minutes and, if the parents or authorised nominee has not arrived, ring the police or Child Protection Hotline for guidance on the appropriate action to take. At the end of each day educators will check all beds and the premises including outdoors and indoors to ensure that no child remains on the premises after the service closes (refer Lock Up Policy). Children may leave the premises in the event of an emergency, including medical emergencies. Details of absences during the day will be recorded.
O Outcome/ Assessment Make explicit the outcomes wither in written form or orally S Safety Explain/display/demonstrate the POH&S regulations of the training and the organisation Body 1 Break the information down to sequential “chunks” 2 Ensure the information is measurable/achievable in the time allocated 3 Ensure you follow the rule of building information and skills from the to the unknown 4 Ensure there are suitable method used to transfer the information/skills eg. role play, discussions, small group work, case studies 5 Select activities that help complement the learning eg. group brainstorms, quizzes, games, simulations Conclusion: Sign OFF in your conclusion O Outcomes Check back/repeat the learning outcomes have been covered/achieved F Feedback Provide feedback to the learners about the session. Review what worked/what needs improving F Future Advise learners about what this session may be followed with. Preparation for future learning as well as checking in on assessment requirements Preparing Presentations Presentation may play a role in your delivery plan. A presentation may be defined as a carefully planned visual and event, designed for the purpose of gaining understanding, agreement or action. Presentations are one of the most common forms of oral communication. For a presentation to reach its objective, three things must happen: the speaker must have a clear aim/objective
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7:45 – 8:45 Latest Treatment Modalities for Renal Cancer Michael Gorin, MD – Johns Hopkins 8:45 – 9:45 It’s Not Your Grandpa’s Radiation Christopher Koprowski, MD 9:45 – 10:00 Break 10:00 – 10:45 Business Meetings 10:45 – 11:45 Using Excel to Present Your Registry Data Sandra Gamber - Elekta 11:45 – 12:45 Using Cancer Registry Data to Prioritize Community Actions David Stinchcomb - Westat 12:45 – 1:45 Networking 1:45 – 2:45 Peggy Adamo – SEER 2:45 – 3:00 Closing Remarks Thank you to our Sponsors: Bristol Myers Squibb and Genentech Bio Oncology
diminishing its appeal. For example, while green consumers might receive a “warm glow” from eco-consumption, they might also view the eco-label as a signal of lower quality therefore limiting their willingness to pay a premium for such an eco-labeled product. We tested this empirically with an online discrete choice experiment focused on choices over eco-labeled wines. In the US there are two government certified eco-labels for wine. One label is associated with potentially lower quality production techniques, while the other is not. The majority of the 830 participants in our experiment were unaware of the difference between these two labels. We found that respondents preferred eco-labeled wines over an otherwise identical counterpart, when the price was lower and the wine was from a lower quality region. However these relative preferences were reversed if the wine was expensive and from a higher quality region. These results indicate that respondents obtain some warm glow value from eco-labeled wine, but also possibly interpret it as a signal of lower quality. If respondents made no inferences over wine quality, they would always prefer an eco-labeled wine over an otherwise identical wine, regardless of other attributes. One interpretation of these results is that when respondents have already inferred that a wine is lower quality from price and other attributes, then the additional lower quality signal from the eco-label is unimportant, and respondents receive just the warm glow of eco-consumption. However, as price and other quality signals increase, the eco-labels quality signal becomes more pertinent and outweighs the warm-glow of eco-consumption, shifting preferences towards non-eco-labeled wine. This eco-quality penalty holds for both types of eco-labels, even though it should only apply to the eco-label associated with quality concerns. By ignoring potential quality signals from eco-labels, the market for eco-labeled wine has been
Deliver Meeting Minutes within 24 hours following the meeting Stakeholder Register for Deloitte RFID RFD Project Prepared by: Dervasha Buckery Date: 3/24/13 Name Position Internal/External Project Role Contact Information Dan Welsh SME/Client External Client/Sponsor dwelsh@deloitte.com Kyle McBride Project Manager Internal Project Manager kylem1216@gmail.com Joseph DelliGatti RFID Technology Specialist Internal Team Member Dervasha Buckery IT Specialist Internal Team Member vasha99@gmail.com Thomas Wittman Financial Expert Internal Team Member Patrick Weiler Human Resource Expert Internal Team Member 3rd Party Security Firm Security specialist External Security specialist KeyStone Supplied Staff Team Members External Team members keystonegroup@gmail.com Keystone Hospital CIO Hospital CIO/Client External Client/sponsor Keystone_CIO@gmail.com
For Immediate Release Delta Presents Comprehensive Portfolio of Energy-Saving Building Automation and HVAC Solutions at AHR 2018 CHICAGO, January 22, 2018 – Delta, a global leader in power and thermal management solutions, today announced it is showcasing its portfolio of smart building automation and HVAC solutions at the AHR Expo 2018. Delta’s building automation solutions, which are compatible with all open protocols used in building control (BACnet, LonMark, KNX, DALI, Modbus, etc.), facilitate comprehensive building control in a wide range of sectors (commercial, education, healthcare and more). Furthermore, Delta’s complete offering to boost energy savings in HVAC systems include IoT-enabled industrial automation HVAC devices, the fan/pump vector control drive CP2000 series, as well as the high-performance EC fans, which are capable of achieving energy savings of up to 30 percent compared to traditional AC fans. Delta’s products are designed for high reliability, and ease of installation and use, ensuring the lowest cost of ownership. “Delta always strives to deliver the best customer solution for energy efficient buildings. Our concept of a Delta Building is defined as one that takes advantage of the latest technologies in energy efficiency and renewable energy combined with an enhanced building occupant experience,” said M.S. Huang, President of Delta Americas. “Our building automation and HVAC solutions are a vital component of this goal. Delta offers an extensive offering of products such as a complete suite of building automation controls, variable frequency drives, and DC fans to name just a few.” Around the world, Delta has established a proven track record in deploying energy-saving building automation and HVAC solutions. For instance, our HVAC and building automation solutions are applied in Delta’s LEED Platinum-certified green building in Fremont, Ca., to enable 90 percent annual energy savings when compared to traditional buildings. In addition, the DALI lighting control system installed at Manchester Airport in the United Kingdom contributes significantly to the overall annual energy savings of 89 percent in its lighting infrastructure. Key highlights at Delta’s booth this year include: Building Management & Control Visitors to AHR will see first-hand Delta’s broad suite of building control and energy efficient products. Delta, long known as a global leader in engineering the highest efficiency products, will for the first time, bring together their subsidiaries Delta Controls, and LOYTEC into the same
Category of Activity1 of Activity Brief How Does This Activity Align With the Rho Chi Mission Statement? Years the Activity has Been Ongoing? If Activity has Been Ongoing for >1 Year, What Evaluations Have Been Done to Assess the Success of the Activity and What Improvements Have Been Done Over the Past Year? How Many Members Participated in the Activity? How Many Students and/or Patients were impacted by the Activity? Financial Information for the Activity [Budget Required, Fundraising Amount] Intellectual Leadership Activities (i.e., tutoring, sponsored lectures, poster sessions, etc.) Tutor tables Offered tutoring for the majority of the subjects in the college of pharmacy We are striving to advance the profession of pharmacy and develop intellectual leaders 2 years assessed need for additional subjects covered; time most convenient for students; how to get attendance information to professors 14 members of the class of 2018; 1 member of class of 2017 Fall semester: 34 students Spring semester:19 students 14 spring, 12 weeks summer NA Appendix 2 Rho Chi Chapter Annual Report.
the longstanding history of rivalries and conflicts among different ethnic groups in the state that has bred mutual suspicion and led to polarisation. The following table lists prospective organizations that NSRP can partner with to deliver programmes in three outputs areas. Background details of the organizations are contained in annex 1 on organizational profiles compiled by Patrick Naagbanton. Output Title Description Potential partners 1: More participatory, inclusive, accountable and co-ordinated public safety mechanisms at local, state and federal levels Strengthening effectiveness of state and LGA security committees Support a society led but inclusive group to promote coordination among to security committees at state and LGA levels AAPW, African Centre for Corporate Responsibility (ACCR), CEPED, NOA, Office of Special Adviser to Governor on security matters 2: Reduced grievances around unemployment and land and water use in target areas Support to youth and civil society group advocacy demanding more inclusive and transparent state employment and poverty reduction programmes; and the provision of technical advice to government agencies to support increased inclusivity and transparency in their supply Support NGO led initiative to demand more inclusive government employment and empowerment programmes LITE/NIPRODEV, Morgan Smart, ANEEJ, AFRODEP Technical support to government agencies to enhance inclusivity and transparency of programmes Ministry of Poverty Alleviation, DESOPADEC, Ministry of Youth Affairs, CPED Support to civil society and community groups to participate in decision-making around resource use and the mitigation of environmental degradation; and the provision of Support NGO and coalitions with programmes for early reporting and response to oil spills ERA, HOCON, NAGOND, CEPED
technical advice to government agencies to support more inclusive and transparent resource and environmental management Technical support to government agency for early response to environmental degradation Ministry of Environment, CPED, Challenge Fund Interesting initiatives Based on Applications 3: Increased and more influential participation by women and girls in institutions and initiatives relevant to peacebuilding, with reduced prevalence and impact of violence against women and girls Supporting the development and implementation of a NAP on Women, Peace and Security which includes the domestication of relevant regional and international norms and standards Support NGO to support advocacy for domestication at state level GPI Improving the prevention of and response to violence against girls and women by supporting safe spaces for girls and women and building a constituency of support amongst leaders, men and male youth. Support NGO to educate public on legislations prohibiting violence against women and promoting litigation GPI, ICWECD A challenge fund to support women’s organisations to innovate, consolidate and create an evidence base for peacebuilding, Interesting initiatives Based on applications
DELWP attracts and recruits talented Aboriginal people We will focus on improving our external branding, recruitment procedures and strategies to ensure they are culturally appropriate and designed to attract and support Aboriginal people becoming DELWP employees. GOALS Establish and recruit an ongoing senior dedicated resource to drive and provide technical support for the delivery of the Aboriginal Employment Plan 2016-2020. Increase the number of Aboriginal people employed within to 3 per cent by 2020. Increase the number of Aboriginal people employed through the graduate and Project Firefighter Programs. Increase the rate of Aboriginal people applying for all advertised positions in DELWP by identifying DELWP as an employer of choice and removing barriers to the recruitment of Aboriginal people. Establish the Aboriginal Employment Plan governance and reporting arrangements. DELWP supports recruitment of Aboriginal people by broadening recruitment advertising to include Aboriginal Community networks. A cadetship program for Aboriginal people, developed through the VPSC. ACTIONS 2016 Establish an ongoing Aboriginal Employment Programs Coordinator position within People and Culture to provide technical advice and coordinate the delivery of the Aboriginal Employment Plan. Establish governance, consultation arrangements and reporting framework for the Aboriginal Employment Plan. Demonstrate DELWP’s support for Aboriginal inclusion by placing the Aboriginal Employment Plan on DELWP’s external website. Review and modify policies, procedures and processes to identify and remove barriers to recruitment of Aboriginal employees including identified and designated Aboriginal positions. Review the outlets and networks DELWP uses for all positions and broaden the recruitment process to include the VPSC and Aurora Foundation, Aboriginal Affairs Victoria, university hubs and group training organisations with specific Aboriginal networks. Investigate, review and apply options for confirmation of Aboriginality. Ensure all persons involved in interview panels undertake appropriate cultural awareness training. Establish periodic reviews of selection panel members from the recruitment selection reports. Work with the VPSC and DELWP Groups to identify potential roles to be filled by Aboriginal graduates through the GRADS program. 2017 Work with the VPSC to establish a process to cadetships to Aboriginal people. Review and implement the recommendations arising from the Evaluation of the 2014 and 2015 Victorian Project Firefighter Recruitment Campaigns relevant to Aboriginal recruitment. Munganin – Gadhaba ‘Achieve Together’ Aboriginal Employment Plan 2016-2020 11
2016 Significant dates 13 February Anniversary of National Apology to the Stolen Generations 24 March National Close the Gap Day 26 May National Sorry Day 27 May–3 June Reconciliation Week 3 June Mabo Day July NAIDOC (National Aboriginal and Islander Day Observance Committee) Week – The general use term for National Aboriginal Week August National Aboriginal and Torres Strait Islander Children’s Day 9 August United Nations International Day of the World’s Indigenous People
Actual Location refers to the location on public land where the scene will be filmed. Action refers to what will be filmed in the scene. FILMING SCHEDULE Filming Activity: Date: Time: Internal/External Scheduled Time Scene Location Actual Location Action 0700 – 0730 Grey Street Bump In 13/34 External 0730 – 1030 Exterior Hospital Grey Street Exterior dialogue scene where character is leaving hospital and bumps into friend. Conversation takes place. 12/36 External 1030 - 1430 Exterior Hospital Grey Street Exterior cut away of characters going their separate ways 12/37 Internal 1430 - 2000 Hospital Marcy Hospital Internal dialogue scene set in hospital room with patient in bed. 2000 - 2030 Bump Out Appendix 2 – Example Contact List A contact List should outline the key contacts for the filming activity. Please note a contact list must include the full name of the person, their position as well as contact number for the day of filming. CONTACT LIST Filming Activity: Date: Time: Name Title/Position Mobile Bus Phone Producer Location Manager On Set Location Manager Traffic Management Officer Safety Officer Victoria Police Personnel
Red declarations and planned burns) 19 Gas bottles secured 20 Hot surfaces out of public reach 21 Housekeeping 22 Ladders 23 Manual handling 24 Participants/ marshals briefed 25 Noise 26 Pedestrian access 27 Performers trained 28 Powered and non-powered lifting devices – i.e. crane 29 Police briefed 30 Radio (2 way) function 31 Roads and walkway condition 32 Safety officers 33 Scaffolding – i.e. sets 34 Sharp and protruding objects 35 Steps and handrails condition 36 Special effects – i.e. smoke machines, explosions 37 Specialist filming vehicles 38 Special rigs 39 Sufficient number of toilets 40 Tents/marquees secured 41 Toilets functioning 42 Trees and branches 43 Tripping hazards – i.e. electrical cords, cables, ropes 44 Umbrellas secured 45 Vehicles removed from site 46 Wardens 47 Warning signage
6.4 of the Fire Management Manual 10.1: Planned Burning were considered in developing the Terms of Reference for the independent investigation. Appendix 1: Terms of reference Commencement: Week commencing 11 October 2015 Investigators: Lead investigator: Mr Murray Carter, Director WA Office of Bushfire Management Investigation team: Trevor Howard (Senior Fire Operations Officer, Department of Parks and Wildlife, WA) Kevin Haylock (Director, Sandalwest Forest Management Consultants) Vivien Philpotts (Coordinator, Lancefield Neighbourhood House) Jo Richards (Director Regional Operations, Parks Victoria) Investigate and provide a written report that: Establishes the facts and the circumstances relating to the Lancefield - Cobaw fire, including making findings in relation to: the adequacy of planning and resourcing of the ‘Lancefield - Cobaw Croziers Track’ planned burn (the planned burn); the appropriateness of the weather and other conditions for conduct of the planned burn on 30 September 2015; what caused the planned burn to break containment lines on 3 October 2015 and on 6 October 2015; decision making, management and control of the planned burn, including the adequacy of the patrol strategy adopted following its ignition; and the adequacy of communication with the community in the lead up to the planned burn and after it broke containment lines. Based on the findings, make any recommendations for improvement to the Secretary. The investigation is to focus on the Department of Environment, Land, Water and Planning. Delivery of final report: The final report is to be delivered to the Secretary of the Department of Environment, Land, Water and Planning within 3 weeks of the commencement of the investigation.
specific action on progressing Steps 2 and 3, by way of targets, monitoring and reporting on progress. Actions to get there The actions under each of the themes have been identified through the research conducted in 2015, workshops with staff in April – May 2016, and from review of good practices elsewhere in Australia. Culture is not a stand-alone area of focus as it prevails across all themes and is critical to successful change. Improving Practices and Systems Leadership and Advocacy Capability Development and Support Flexibility First Communication and Storytelling Governance, Accountability and Measurement Broader Diversity and Inclusion Context The Action Plan has been prepared to complement and enhance the work already underway at both the departmental and sector level. This work encompasses broader diversity and inclusion considerations as well as more specific gender equality strategies and plans. Victorian Emergency sector Victorian Emergency Management Strategic Action Plan (2015-2018) Victorian Emergency Management Diversity and Inclusion Framework (2016) Diversity and Inclusion Strategy (2016-2020) Gender Equity Action Plan Parks Victoria Diversity and Inclusion Framework in development. Various initiatives being delivered. Melbourne Water Diversity and Inclusion Strategy (2016-2020) Gender Equity Plan VicForests Gender equity reference group providing guidance and strategy to the business Reading the Action Plan As noted above, the Action Plan has been divided into six themes. Actions vary in complexity and therefore timelines for delivery, as outlined below: short term actions are those that can be achieved within six months (delivered in 206/17); medium term actions require six to 18 months (delivered by end 2017/18); and long term actions will take up to two to three years to deliver (delivered by end 2018/19). The dates indicated in this Action Plan are the times required for the design (denoted by the grey hashed boxes) of the initiative and its initial delivery (grey boxes). Many actions are activities that will be undertaken on a regular or ongoing basis (e.g. surveys of staff). Key to timelines: Design and development Initial delivery Many of the actions can be implemented within Forest Fire Management Victoria, however some actions will require the support and involvement of the broader emergency management sector. Those actions have been highlighted in blue italics. Progress has already been made on a number of the actions. The current status at the time of this Action Plan’s release is indicated. Regular updates on the progress of Action Plan implementation will be provided on the DELWP website. Key to action status: Not yet commenced Commenced and on track Progressing with some delays Delayed/requires intervention Completed Established and ongoing annual
Gippsland region The Gippsland region comprises four fire districts: South Gippsland, MacCalister and LaTrobe. The region has riverine plains, foothills and mountains, so it has a very varied climate. Annual average rainfall ranges from around 600 mm to 1,950 mm. The region usually has a wet winter—with snow in Alpine areas—and a hot, dry summer. The region has about 70 ecological vegetation classes (EVCs) ranging from wet heathland to shrubby dry forest and subalpine woodland. It is home to a diverse range of plants and animals, including some of the state’s threatened species.
Table 19: Fuel management activity data Grampians region Ha Ha toward target % of target Target area for fuel management 34,379 Area treated by planned burning 31,109 31,109 90.5% Ecological burns 9,847 ha (20 burns) Fuel-reduction burns 21,255 ha (66 burns) burns 7 ha (11 burns) Area treated by other fuel management methods 1,762 1,762 5.1% Area suitable for planned burning burnt by bushfires 20,958 (including area planned for burning on a current FOP) 5,131 14.9% Total fuel-reduced area (actual) 53,829 38,002 110.5% Fuel management activities 19 shows data for the region’s fuel management activities in 2014–15. It shows that planned burning contributed 90.5% to the total target area of 34,379 ha for fuel management, and that the total area that was fuel- reduced exceeded the target by 10.5%. During the year, DELWP conducted 86 ecological and fuel- reduction burns in the region. CFA helped DELWP with seven of these, assisting with the treatment of 1,343 ha by planned burning. Monitoring MER activities were limited this year while we focused on developing the SBMP. In 2015–16 we will develop our MER plan. During the year we conducted: assessments at 3 sites of the two-year post-burn recovery, and at 8 sites of the five-year post-burn recovery, of plant species and recorded a total of 207 species 11 all-species assessments of the post-burn recovery of species; we also assessed 10 control sites.
Table 3: Summary of market segments for the Scorecard program Market segment segment size Drivers for use Delivery mode Barriers Enablers Opportunities for support 1. Property owners at time of minor upgrade not requiring building permit 53,500 per annum c. 1.5 m owner- occupied properties in Victoria c. 4% or 54,933 pa undertake home upgrades understand the energy cost and comfort profile of the home identify and prioritise upgrade opportunities save on energy bills reductions in greenhouse gas emissions assessment undertaken by a standalone assessor OR bundled with the upgrade owners seldom focus on energy efficiency when considering an upgrade bundling is commercially challenging cost of customer acquisition could add significantly to assessment price awareness of the Scorecard and its benefits (home owners and service providers) suppliers and installers using Scorecard for lead generation local governments as a reputable source of information market Scorecard to both householders and service providers 2. Property owners at time of major renovation 54,149 per annum building permit approvals by Victorian Building Authority in 2016 with value greater than $50,000 ≈ 54,149 pa understand the energy cost and comfort profile of the home identify and prioritise upgrade opportunities save on energy reductions in greenhouse gas emissions bundled into cost of renovations OR initiated by homeowner to guide options to renovate, extend or rebuild owners seldom on energy efficiency when considering renovation perception that future potential buyers of the property won’t value Scorecard rating as a signal of additional value of the home post upgrade NatHERS already in use – owners may be confused by multiple ratings awareness of the Scorecard and its benefits (home owners and service providers) building designers and architects builders seeking to confirm / communicate the performance of their homes market Scorecard to both householders and service providers 3. Property owners ahead of a sale 11,910 per annum c. 79,400 property sales in 2015 c. 15% or 11,910 pa are of high energy performance market signal of home energy cost and comfort performance identify and prioritise upgrade opportunities differentiate property from those currently on the market standalone assessment ahead of marketing property for sale buyers rarely ask about a home’s energy performance real estate agents do not ‘push’ ratings awareness of the Scorecard and its benefits (home owner and buyers) real estate agents promoting assessments and advertising results market Scorecard to both householders, prospective buyers and real estate agents