zilongwang/ReadingBank huggingface dataset:
TOTAL SUMMARY OF BORROWINGS Balance Owing Annual PART A Total PART B Total PART C Total TOTAL Statement of Financial Position of all Applicants (If individual partners or directors hold assets or liabilities that are not shown below please provide a separate statement) Liabilities (Show present debts) $ Assets (Show at present fair market value) $ Property Held Total Borrowings Address: Other Real Estate (Details) Income / Land Tax Plant and Equipment Crown Land Debt Motor Vehicles/Boats Cash at Bank
1–5 Learning context identity, family and relationships Content focus: family origins; the role of traditions and values in the language communities; social structure of the language community – family members, kin, totems; interdependence of relationships between people. Assessment Task 6 Response: Listening (Week 3) Listen to spoken texts in the Language and respond in English or the Language to questions in English or the Language. Assessment Task 7 Oral communication (Week 5) Participate in a conversation about traditions in the Language community. Introduction to the unit Overview of the course outline for Unit 2 and assessment outline for Units 1 and 2. Language knowledge and use Features of language stress patterns and rhythms in conveying meaning common vocabulary relating to people, family, relationships, kinship groupings common singular and non-singular pronouns, adjectives, time phrases and other adverbials and/or verb tense sentences, paragraphs and appropriate questions to access information, including non-verbal communication metalanguage Varieties of texts simple oral description, explanation, interview, autobiography and biography, oral history, song, dance visual and written text types, including multimedia: diagram, poster, picture story, educational game, bilingual dictionary Cultural understandings Country and community relationships between people, kinship and extended family, roles and responsibilities Cultural protocols in accessing, eliciting, recording and storing information respect for Elders as language specialists and in the local community appropriate forms of address and ways to retrieve information Learning and communication strategies Week Learning context and content focus Key teaching points 6–10 Learning context family and community celebrations Content focus: public ceremonies; community and family celebrations. Language knowledge and use Features of language stress patterns and rhythms in conveying meaning common vocabulary relating to celebrations, expressing time and order of events and simple comparisons common singular and non-singular pronouns, adjectives, time phrases and other adverbials and/or verb tense sentences, paragraphs and appropriate questions to
Response: Listening (Week 3) Assessment Task 7 Response: Viewing and reading (Week 6) Assessment Task 8 Oral communication (Week 8) cultural references to and interpretation of key practices, attitudes and beliefs Language and the environment similarities and differences between English and other Aboriginal languages Language ecology intergenerational change of language use, including technology/media and language in the workplace Australian government policies affecting language language revival and maintenance initiatives at state national and international level Cultural protocols in accessing, eliciting, recording and storing information develop practical skills in recording and retrieving language understand the system for accessing, retrieving and recording materials Learning and communication strategies as appropriate Week Learning contexts, content focus and assessment tasks Key teaching points 9–15 Learning context national and international language revival and maintenance policies and initiatives Content focus: Government policies affecting movement of language groups and use of language; national and international initiatives for language revival and maintenance; accessing, recording and retrieving language materials. Assessment Task 9 Written communication (Week 11) Assessment Task 10 Oral communication (Week 13) Language knowledge and use Features of language affixes in more complex sentences, use of pronouns, noun class, verb tense, verb-pronoun-affix agreement vocabulary for comparison vocabulary relating to technology, language variety and change, Aboriginal world view, logic and timing culturally appropriate use of question forms to initiate and maintain conversations and to clarify ideas and information metalanguage appropriate to the above for discussion and comparison Varieties of texts simple description, explanation, procedure, interview, autobiography and biography, oral history, song, dance visual and written text types including multimedia: country and art, map, diagram, chart, brochure, list, letter, article, report, documentary archival record Cultural understandings Language ecology language revival and maintenance initiatives at state, national and international level Cultural protocols in accessing, eliciting, recording and storing information develop practical skills in recording and retrieving language understand the system for accessing, retrieving and recording materials
Date of Birth: Place of Birth: Your Partner’s name: Your Mother’s Family: Mother’s Full name: Full name of Mother’s Mother: Full name of Mother’s Father: Your Father’s Family: Father’s Full Name: Full name of Father’s Mother: Full name of Father’s Father: Full Names of your Children including their dates of birth: Full Names of your Brothers and Sisters:
What does this mean for the CMA organisation? • We will integrate Aboriginal engagement and participation in the planning, governance, implementation Key and The following key principles and actions set the foundations for working with Traditional Owners and Aboriginal communities and organisations, and for ensuring their participation in CMA projects and programs. We will acknowledge We embrace Aboriginal culture and events We will listen to the voices of and protect the integrity of Traditional Knowledge Aboriginal women and men and, when permitted, we will We will work with Traditional use it with respect Owners as they meet their obligations to Country What does this mean for the individuals working for the CMA? • Our induction procedures and training programs competency and review of our programs and projects • Our people will be actively supported to engage Aboriginal communities and to build partnerships • Our Aboriginal engagement and We will accommodate the differences between our decision making processes and those of the Aboriginal Groups we work with PROTOCOLS ARE IMPORTANT AND OBLIGATIONS TO COUNTRY ARE DIVERSE We will work with Aboriginal groups that have an interest in land and water management • Our workplace arrangements will support proper engagement with Aboriginal people • We will seek advice from people with experience in Aboriginal engagement participation approaches will be well planned, tailored, targeted and evaluated • We will provide meaningful opportunities for Aboriginal people to contribute to strategies and initiatives • We will work transparently and respectfully with Aboriginal people, and establish clear roles and expectations GOOD MEANINGFUL ENGAGEMENT IS BASED ON TRUST DEPENDS TAKES TIME AND SUPPORT FAIRNESS, EQUITY ON SHARED AND MUTUAL UNDERSTANDING RESPECT AND CLEAR COMMUNICATION We will spend the time, We will provide meaningful effort and resources opportunities for Aboriginal necessary to facilitate groups to participate participation ABORIGINAL THE HEALTH AND LEADERS HAVE We will contribute to MANY DEMANDS WELLBEING OF closing the gap in ON THEIR COUNTRY AND Aboriginal disadvantage TIME PEOPLE ARE ALL ONE We will coordinate with other We will support agencies to integrate our Aboriginal groups in activities and reduce their pursuit of economic administrative burdens opportunities and jobs in land and water management We will acknowledge the effects of people’s histories on their capacity to participate We will communicate in plain English and we will share information in meaningful ways PASSING ON TRADITIONAL KNOWLEDGE IS IMPORTANT • We will prioritise obtaining the free, prior and informed consent of Traditional Owners before we undertake projects that affect their rights to lands or waters • We will actively seek to involve Aboriginal people in programs and projects according to their interests
Resourcing every ACT Public School to support Aboriginal and Torres Strait Islander students During 2016-17, the Directorate undertook a review of the policy and programs in place to support Aboriginal and Torres Strait Islander students. The outcome of the review was to ensure programs and practices support schools to meet the needs and aspirations of all Aboriginal and Torres Strait Islander students. Funding allocations are being revised to support this new policy intent. Schools will support students by building environments of cultural integrity which focus on relationships, celebration, learning and high expectations. This direction is supported by consultation, data analysis and a review of national and international literature and best practice. Schools will embed: > a whole school approach to school cultural integrity development; > engaging and developing relationships with students, families and the community; > celebrating and promoting success of Aboriginal and Torres Strait Islander students; and > curriculum and programs relevant to students so that they can ‘see themselves’ in their learning. Tutorial Support Scheme In 2016-17, $230,000 was allocated to implement targeted strategies and programs to meet the individual learning needs of Aboriginal and Torres Strait Islander students. Funding was used for staffing costs in order to deliver one-on-one, small group tuition or study groups to provide more intensive learning support where required. Senior Secondary Scholarships Program The Aboriginal and Torres Strait Islander Scholarship Program is a long term strategy to increase the number of Aboriginal and Torres Strait Islander people in the ACT teaching and health workforce. Scholarships are given to senior secondary students interested in pursuing tertiary or vocational study, as well as tertiary students who are enrolled in a recognised teaching or health degree at a Canberra University. A total of $75,000 was available annually for the Aboriginal and Torres Strait Islander Secondary Scholarships Program for students pursuing degrees and vocational qualifications in health and teaching. From 2009 to 2017 inclusive, 51 senior secondary students received scholarships: 38 for teaching, 12 for health and one for vocational education. In 2017, one teaching, one vocational education and six health scholarships were awarded.
Part D: Project funding Proposed grant expenditure List the proposed key areas of expenditure (GST exclusive). Amount ($) GST excl. Total expenditure of AWG grant funds (if successful) ($) Max. funding $80,000 (GST excl) $ Part E: Other contributions Financial contributions from the applicant Describe contribution: $ In-kind contributions from the applicant Give an indicative dollar value. Describe contribution: $ Financial contribution to this project from a source other than the applicant or AWG? If ‘Yes’, please identify the source(s) and the amount. Has this funding been secured? Source (e.g. Australian Government funding, NT Government funding, philanthropic, other) Amount ($) Secured? $ Yes No $ Yes No Will the project proceed if this contribution becomes unavailable? Yes No If Yes, please outline your risk strategy to ensure the project continues to be viable.
James Cook University La Trobe University Macquarie University Monash University Murdoch University Queensland University of Technology RMIT University The University of Adelaide University of Canberra University of Melbourne University of New England Oorala Aboriginal Centre University of New South Wales University of Queensland University of South Australia Aboriginal Pathway Program (APP) University of Sydney University of Tasmania University of Technology Sydney The University of Western Australia Western Sydney University University of Wollongong Victoria University © 2018 NSW Department of Education
Students farewell any guest in Language Students farewell each other in Language Revision Revise words, eg, kinship terms or animals, by using flashcards. Revise any song or dance learned earlier To sing: To dance: Corroboree dance: Animals and kinship terms may feature in art works. Victorian Aboriginal art forms Ask students to tell the teacher what they know about different art forms, e.g. songs, dance, sand paintings, basket weaving etc. and where they would find them Ask students about their artistic likes to elicit answers such as singing, dancing, music etc. Ask students where they have seen Aboriginal art forms, e.g. museums, on TV, in their homes etc. Invite a local community member to talk about and/or demonstrate a local Aboriginal art form, or to organise a workshop where the students can participate Repeat new words in Language associated with different art forms wherever possible Language related to art forms See Regional Arts Victoria Note that while dot painting is a art form across Australia, it is not a traditional Victorian Koorie art form. Information on Victorian art can be found in , which was distributed to all government schools in Victoria. Excursion Visit the Koori Heritage Trust, Brambuk National Park & Cultural Centre, Bunjilaka or a similar cultural organisation in your area to see real examples Film the excursion to, or buy a DVD from, the cultural organisation visited to assist discussion later Play the film or DVD to the students later to remind them of what they learned, then talk about it Creating art Invite a Victorian Aboriginal artist to speak about their work at your school* For a list of prominent Aboriginal artists see the list known
In reply to Christine, given your low opinion of actual, real Mathematics and Science, naturally your lessons on Jukurrpa, shall be followed by lessons on the sorcery and magic still rife in remote Aboriginal communities today? 3 months ago Senior Lecturer at In reply to Argumentum ad absurdum...reductio ad absurdum. You are not engaging with anything that I have actually written David, in either the article or in my subsequent posts. In future, if you wish to make comments, you will need to back them up with actual quotations taken directly from my article, or DIRECT QUOTATIONS (and not merely selective two or three word 'quotations' taken out of context) either from my responses or from the posts and responses of others, David. The Conversation is a serious discussion platform, which requires thoughtful and reasonable responses. It's not Facebook, or some kind of social media platform that gives rise thoughtless slinging matches between teenagers, so please don't treat it that way. 3 months ago Geologist In reply to David, what do you base: "on the sorcery and magic still rife in remote Aboriginal communities today?" on? Next thing you'll tell us that cannibalism is commonly practiced in remote Aboriginal communities. As for your allegation that Christine has a "low opinion of actual, real Mathematics and Science" again I fail to detect any evidence of this in this wide ranging and fascinating discussion. And what do you mean by "REAL Mathematics"?
Best practice examples Aboriginal employment The following initiatives have been identified as examples of good practice in Aboriginal employment and should be shared with the sector. Table 1 Shortlist of recommended initiatives by agency Agency Description Benefits Considerations Theme 1 – Create culturally inclusive workplaces DoTAG, DoH, WACHS, PSC Acknowledge local communities through Welcome to Country, Aboriginal flag and artwork Shows respect and creates supportive environment Incorporate in agency AES and RAP Appropriate use of artwork On loan from DAA or WA Museum DAA, DoH, DTWD, PSC Cultural awareness training Creates welcoming environment for Aboriginal staff, clients and contractors Supports Aboriginal economic outcomes Budget Online or face-to-face delivery Ideally use Aboriginal staff to deliver / consultation Include in Induction programs DoH, DoTAG, PSC Aboriginal specific branding Reinforces Aboriginal culture Connects activities that are focused on Aboriginal employment initiatives DoTAG, DoH, WACHS, PSC Celebrate significant Aboriginal specific events and agency achievements Shows respect and creates supportive environment Elders and families invited to attend to learn more about agency core business
Theme 3 – Build capacity and careers DCPFS, DoH, WACHS, PSC Scholarships for Aboriginal employees Linked to Professional Development Plan Budget DoH, DoTAG, WACHS Agency Mentoring Program Supports the development and retention of staff Budget DoH Leadership Programs Linked to Professional Development Plan Designed to improve career opportunities Budget DoH Conference Sponsorship Provides networking opportunities Linked to Professional Development Plan Budget – local and national DTWD PSC Aboriginal specific reference and networking groups Establishes a consultative group Include regional employees May not be possible in small agencies Legend DOTAG Department of the Attorney General DoH Department of Health WACHS WA Country Health Service PSC Public Sector Commission DAA Department of Aboriginal Affairs DTWD Department of Training and Workforce Development DoE Department of Education
Tasmanian Aboriginal heritage site index (TASI) Site recording form Office use only TASI number: registered by: Date: Site/place name: Location (centre point of site) Datum: GDA 94 AGD 66 grid reference: 1:25,000 map name and number: Elevation: Other: Recording accuracy +/-1m (differential GPS) +/-10m (handheld GPS) +/-25m (1:25,000 map) +/-100m (1:100,000 map)
Evaluation form Aboriginal mentoring program Introduction Thank you for your participation in this program. Hopefully you found it a valuable and rewarding experience. We would like to invite you to complete this survey to provide us with feedback of your experiences from the program. Your responses will greatly assist us to improve the program and ensure it continues to best meet the needs of everyone. Please note that all responses will be kept confidential. Again, thank you for your participation. Partnership information Name I was the Mentor Mentee Partnership duration Most common method of contact Face-to-face Phone Email Other Frequency of contact Weekly Fortnightly Monthly Other Survey The program Strongly agree Agree Neutral Disagree Strongly disagree The information provided was helpful and sufficient I understood my role and responsibilities There was opportunity to regularly engage with the program coordinator I was able to seek timely advice and support as required
Commissioner’s message The Public Sector Commission is committed to developing a talented and versatile Aboriginal workforce in the Western Australian public sector. The aim is for a sector where Aboriginal people are employed in a wide range of roles at all levels, from trainees to agency chief executive officers. Improving employment opportunities will contribute to ‘closing the gap’ in economic participation for Aboriginal people. Aboriginal employment enhances our workforce diversity and improves the services we deliver. It helps us to better understand Aboriginal customers and communities and to develop and deliver improved policies and programs. The WA public sector has made good progress in Aboriginal employment over the last four years. However this year, we see the Council of Australian Governments’ National partnership agreement on Indigenous economic participation draw to a close and WA’s Aboriginal employment strategy 2011-2015 – Building a diverse public sector workforce comes to an end. With this in mind, it is imperative the sector continues to provide Aboriginal employees with access to training and development opportunities to identify meaningful career pathways. This will have a significant impact on the ability and willingness of Aboriginal employees to build careers in the public sector and positively influence service delivery. Mentoring offers a great opportunity for both mentors and mentees to develop their skills, share key knowledge, encourage the formation of networks and work towards future goals. Mentoring for Aboriginal employees has been developed around the concepts of contemporary mentoring, but has individual key considerations consistent with the diversity, values and characteristics of Aboriginal people. I hope these guidelines assist you in developing a mentoring program that not only benefits your organisation, but assists in creating exciting opportunities for Aboriginal employees. M C Wauchope PUBLIC SECTOR COMMISSIONER
Further information List of formal mentoring programs As part of the work undertaken by the Aboriginal Mentoring Working Group, the group researched, collated and examined existing mentoring programs across public sector agencies. Through this process, the group identified a list of formal public sector mentoring programs that it has recommended as examples of good practice. It is acknowledged by the Working Group that the list of recommended formal mentoring programs is not all inclusive of agencies and programs across the sector. An overview, containing further information, of the can be found on the Public Sector Commission’s website. The programs recommended are: Agency Program Program contact WA Country Health Service Aboriginal mentorship program Ms Beverley Stone Department of Housing ‘Your footsteps our future’ Department of the Attorney General Aboriginal mentoring program Mr Stephen Cannon Public Sector Commission Mentoring program Please note these programs are provided as examples of good practice only, and program coordinators should be contacted for specific queries and information relating to their agency’s program only.
Virginia Department of Health Office of Licensure and Certification Application for Abortion Facility Licensure Complete all fields. Incomplete or inaccurate applications will be returned. Any changes affecting the accuracy of the information contained herein must be reported in writing immediately to the VDH Office of Licensure and Certification. Application type: License year: Application is for: Initial Licensure License Renewal Change of Address Change of Name Change of Ownership All sections of this application must be completed for all application types Facility identification Name of abortion facility Main Telephone Number ( ) Street Address Fax ( ) City County State Zip Web Address Federal Employer ID Number: Mailing address (if different from above) City State Zip Administrator of record, if different than owner/operator Name: Title: Telephone Number: ( ) Email Address: Ownership of the facility Owner: Tel. Number: Street Address: Fax Number: City: County: State: Zip: Is any part or program of the abortion facility licensed by another state agency: No Yes If Yes, Agency name: Program/ part:
1m Questions Which of following means ‘the expulsion of the foetus from the womb? Abortion B) Murder C) Killing D) Death Many religious believers disagree with Abortion. What is meant by Abortion? Killing a baby B) Expulsion of the foetus C) Murder of a child D) Ending a life Teachings Do not kill’ – Exodus (suggests that if life begins at conception then abortion is wrong) ‘Before you were formed I knew you’ Jer. 1:5 (suggests that as God knew us we must be important even before birth so abortion would be wrong) ‘For you formed my inward parts; you knitted me together in my mother's womb’. PS 139 (suggests God knows us even in the womb so it would be wrong to destroy it) ‘ ‘Life must be protected with the utmost care from conception’ RCC - (suggests any act of abortion is wrong even if it endangers the life of the mother) 2m Questions Give two reasons people support abortion Give two reasons people disagree with Abortion. Give two alternatives to abortion. Give two reasons a person might want an abortion. Give two people who may be involved in making a decision about abortion Abortion 4m Questions (Explain two different/similar/contrasting views about….) Explain two contrasting religious beliefs in contemporary British Society about Abortion. Explain two similar teachings about Abortion. Explain two contrasting religious beliefs about Abortion (Remember to answer these using two paragraphs and develop each idea) One contrasting /similar view is ………… The second contrasting / similar view is….. 12m Questions ‘Abortion should only be allowed if the woman’s life is at risk.‘ ‘Abortion should be legal in the UK’ Evaluate this statement. In your answer you: Should give reasoned arguments in support of this statement Should give reasoned arguments to support a different point of view Should refer to religious arguments May refer to non-religious arguments Should reach a justified conclusion. (NB – words like only, never, all are the key word so address that in your answer) 5m Questions (Explain two teachings about…...) Explain two religious beliefs about Abortion Remember to answer these using two paragraphs and develop each idea) One teaching is__________ which means_____ The second teaching is__________ which means ______________
Additional support is received from NRM groups throughout the state, National Landcare Programme Innovation Grants and delivers and assists the role out of the Northern Beef Strategy Manual. The ILS is the only one of its kind in Australia and works to improve the management of lands held by Aboriginal communities and corporations across Western Australia. Indigenous landholder groups in Western Australia want to see the benefits that flow from running efficient, sustainable businesses. The ILS provides extension support for landholder groups to build their management capacity, increase business profitability and improve environmental management practices through a proven Economic Development Process. This helps raise people’s standard of living and promote the preservation of cultural heritage. Many Indigenous landholders face unique challenges. These challenges are not typically encountered by mainstream land management businesses. This creates a more complex and challenging business environment, which requires careful management. The ILS is a client-focused service. It is only engaged on the invitation of Indigenous landholders who commit to improving the profitability and sustainability of their properties. The ILS has a common sense approach to creating tangible change. Built on a foundation of robust relationships, properties and businesses are gradually rebuilt with a clear focus on sustainability and profitability. As business knowledge develops and groups become more familiar with mainstream financial and marketing systems, Indigenous land management enterprises are able to operate confidently in the mainstream business environment, and engage the wider community. In addition, the social, economic and environmental gains are substantial and deliver positive intergenerational change for community groups. ILS activities are tailored to suit the needs of the particular community. Key components of these activities include: Legal • Providing agricultural and pastoral mentoring and advice • identifying funding streams for business development • providing independent advice on commercial farming arrangements, new or existing. Planning • Preparing business and strategic plans with Indigenous held properties • assisting with developing property management plans • assisting with developing alternative land use options • building land management capacity through planning
while ABI expense data is historical expense information, regardless of the year in which the expense was funded. For this reason, “costs” are referred to as “expenses” throughout the ABI analysis. SECTION 3: FOUNDATIONAL ELEMENTS Program, Project, and Activity (PPA) Codes In accordance with the Common Government-wide Accounting Classification (CGAC) structure, the USPTO uses codes to categorize labor and non-labor financial transactions against programs, projects, and activities. Programs, Projects, and Activities (PPAs) are a set of three individual codes used in combination to form an accounting string that provides business information, including hours worked and expenses incurred. Each code provides unique information and allows employees, analysts, and decision-makers to establish relationships between expenses and the work performed. Each PPA combination appears as one string in the USPTO financial management and time reporting systems. A Program is a group of activities directed towards a high-level process or system. Programs are often strategic in nature, relate to budget decisions, or have long-term outcomes. A Project is a planned undertaking in support of a program. Projects always have a beginning and end date. However, a project code is optional and not always used. An Activity is a group of tasks performed to produce or deliver products and services. Activities are always in support of projects and programs. A program code and activity code are required and used to track all labor and non-labor expenses at the USPTO. For example, Patent examination hours are recorded to a program code titled, “Patent Examination and Application Management” and an activity code titled “Prepare All
9003 Registration to Practice or Grant of Limited Recognition Under §11.9(b) or (c) n/a $427 $493 III 9005 Certificate of Good Standing as an Attorney or Agent n/a $34 $39 III 9006 Certificate of Good Standing as an Attorney or Agent, Suitable for Framing n/a $42 $49 III 9010 For Test Administration by Commercial Entity n/a $410 $476 III 9011 For Test Administration by the USPTO n/a $584 $676 III 9012 Review of Decision by the Director of Enrollment and Discipline Under §11.2(c) n/a $1,769 $2,044 III 9013 Review of Decision of the Director of Enrollment and Discipline Under §11.2(d) n/a $1,581 $1,827 III 9014 Application Fee for Person Disciplined, Convicted of a Felony or Certain Misdemeanors Under §11.7(h) n/a $2,845 $3,297 III 9004 Administrative Reinstatement Fee n/a $813 $940 III 9020 Delinquency Fee n/a $150 $173 III 9024 Unspecified Other Services, Excluding Labor n/a $65 $75 III 9025 Registration to Practice for Change of Practitioner Type n/a $69 $80 III New Fee Code Registration Examination Review Session n/a $445 $515 III
Connor’s Story Over the past 6 months Connor and mum Anne have been looking forward to NDIS planning. They met with their About Inclusion Coordinator and talked about goals and dreams for the future. Then they were invited to sit with a planner, who has created an individualised plan for Connor taking into account all of his support needs. Connor has his NDIS plan in place and now the next steps for the family include investigating the myGov portal create Service agreements with chosen supports providers create service bookings via the portal enjoy the supports provided in his plan, meeting goals and living his best life! Have you heard of MINECRAFT? Perhaps you have children who are already creating scenarios in this addictive game! Dr Randy Kulman from Learning Works for Kids explains some of the reasons why children with Autism love Minecraft… “Minecraft provides a vibrant world in which creativity, exploration, and productivity occurs on the player’s terms. Particularly in the creative mode, Minecraft allows the player to have a great deal of control over their environment. Minecraft also rewards discovery in a way that does not prompt anxiety and fear. While many children with Autism crave routine and familiarity, Minecraft becomes a safe place to develop flexibility. They are able to explore an unknown world and face fears without giving up safety.” Minecraft can also help develop spatial awareness, maths skills (like counting and multiplying), saving up for a special object (currency value), pattern recognition, design concepts and so much more. The game is available for PC and Mac desktops, Gaming consoles like Xbox One and Xbox 360, PS3 and PS4 as well as “pocket editions for mobile devices. Need more info? http://minemum.com/FAQ has a pile of answers!
about Zagreb in Italian About Croatia and (winter between -10 °C and 5°C; summer between 30°C and 35°C ) Croatia's coast contains Croatia's most famous lakes are the , a system of 16 lakes with waterfalls connecting them over and cascades most common religious denomination being is a significant source of revenue during the summer, with Croatia ranked the 18th most popular tourist destination in the world Croatia provides a system and free for students Primary education in Croatia starts at the age of six or seven and consists of eight grades Secondary education is provided by and Croatia has eight universities Croatia in June 1991 (Croatia was part of Yugoslavia ) Since the counties were re-established in 1992, Croatia is divided into 20 counties and the capital city of Zagreb the European Union on 1 July 2013 78% Croats have knowledge of at least one foreign language ( , , , , and ) There are more than 400,000 active sportspeople in Croatia The originates from worn by 17th-century Croat soldiers about Croatia in Italian
The suicide rate for Aboriginal and or Torres Strait Islander People in 2016 (23.8 per 100,000) is approximately twice as high as non-indigenous people (11.4 per 100,000). Using the ‘Years of Potential Life Lost’ (YPLL) measure of premature mortality, suicide was estimated to account for 74,610 potential years lost in males, 25,002 years in females, and 99,586 potential years of life lost for all persons in 2016. Suicide and age. Overall, the age-specific suicide rate in 2016 was highest in men aged 85 or above (34.0 per 100,000), which has been the age group with the highest rate since 2011. With the exception of those aged over 85, in 2016 age-specific suicide rates were highest among middle age men (i.e. 30 to 34 and 40 to 54 age groups). For females, 2016 data showed that the highest age-specific suicide rate was observed in the 50 to 54 year age group (10.4 per 100,000). The age group with the highest age-specific rates tends to vary in females, with the 50 to 54 age group the second highest in 2015. Age-specific suicide rates are lowest in those aged under 20 years of age across both genders. The 65 to 69 year age group are also low in females. For children (0 to 14 years), death by suicide is rare in Australia (0.3 per 100,000). Age-specific suicide rates in 2016 are low for both males (0.4 per 100,000) and females (0.3 per 100,000). Suicide and gender. Suicide is approximately three times higher in males, which is consistent across every state and territory of Australia. The ratio of male to female suicides rose from 2 to 1 in the 1960s to over 4 to 1 in the 1990s. Since the year 2000, the ratio of male to female suicides has been approximately 3 to 1. For males, in 2016 the most common mechanism of suicide was hanging (57.8 percent), followed by poisoning by drugs (9.8 percent) and then firearms (8.0 percent).
Suicide myths. Please carefully consider your needs when reading information about suicide. If you need assistance, please contact a . Suicide is a complex issue. There are many commonly held myths about suicide that sometimes make it difficult for people to recognise when someone is at risk or when people may need more support. Myths and misinformation can increase the stigma, shame and guilt experienced by people who are thinking about or have attempted to take their own life. In addition, it is not easy to understand what compels a person to take their own life, especially for those who have never experienced such overwhelming and negative feelings. Here are some of the myths and facts to better understand suicide: Myth 1. Everyone who engages in suicidal behaviour has a mental illness. Fact. Thoughts of suicide can happen to anyone, including those who have no history of mental illness. People living with mental illness are, however, at increased risk of suicide. Myth 2. Asking someone if they are suicidal puts 'ideas' in their head. Fact. Experts generally agree that asking is unlikely to make the situation worse. One of the only ways to really know if a person is contemplating suicide is to ask. Asking someone if they are feeling suicidal may seem difficult, but it shows that you care. Myth 3. People who talk about suicide are just attention seeking. Fact. People who talk about suicide are often thinking about taking their own life. Talking about suicide may be a way to indicate they need support so it needs to be taken seriously.
An Introduction Photoshop Montages Techniques used Basic Layer Masks Basic Layer Blending Modes Basic Selections Techniques Basic Layer Adjustments Part 1Building the Structure 1. File open New Document Make sure your document is in landscape mode 2. File open salford_war_museum.psd Drag and pull down the tab for the file salford_war_museum if your file is docked to the window 3. Unlock the layer, double clicking on the background layer, click ok to the pop up window 4. Drag over the layer salford_war_museum to your new document
21. Open up the file barbed_wire.jpg 22. Use any selection technique you you have previously used to select the barb wire HINT Use the magic wand tool and when there is a selection go Select > Select similar 23. Copy and paste this selection into the war museum document 24. Copy Position and transform the size of the barb wire so it roughly covers the bottom third of the document. 25. Repeat this process so you have 3 barbed wire layers (barbed wire 1, barbed wire 2, & barbed wire 3) 26. Turn each layer of BARBED WIRE blending mode to OVERLAY
Jones Interiors - Artistry and Performance Jones Interiors is a significant name in the interiors sector, supplying ranges of high quality products to retailers, wholesalers and interior designers in the UK and abroad. From the company's beginnings in 1909, we have developed from manufacturing buttons to being synonymous with the creation of striking window decor. Our inspired ranges of fabrics, tiebacks, trimmings and curtain poles look stunning in contemporary or period settings – and paired with our carefully edited tracks, blind systems and workroom products, our customers are able to create beautiful, enduring pieces. We created the phrase Artistry & Performance to express our commitment to supplying beautiful interior products alongside the high quality 'foundations' which are required to create perfectly finished and robust window decor solutions. We are still a family-owned business with more than 70 staff working at our Nottingham headquarters and we are proud of a heritage that has seen us develop into the leading company we are today. What's new? It's our debut at Decorex and it's timely as we've been working on a number of new and exciting products that we will officially launch on our stand. First is a colour matching painting service on our beautiful handcrafted poles with the tagline 'In your colour, Any Colour' making it simple to have a pole which blends perfectly with a decorating scheme. Our 'show-stopping' Luxor tieback will be launched. In a bold geometric shape, Luxor is a sleek, distinctive and decadent statement piece. Our Principal Collection in 13 colours includes pom and beaded fringes, braid and flanged cord, tassels and tiebacks. In a nod to the Decorex venue, an opulent velvet piping range named Syon will be unveiled in a range of rich yet subtle hues. Bexley and Merton tassel tiebacks, the former in a rich palette with a more traditional style and the latter in pastel shades with a contemporary vibe. Both have exquisite two-tone detailing and are tactile and sumptuous.
About Safe Solutions Safe Solutions offers a mobile rope passanger guiding system that enables efficient and safe passenger flow, increases ground-handling resource efficiency and allows for the underwing boarding of aircraft. The system is easy to handle, robust and deigned for the challenging airport industry environment. The product will help save resources, due to the removal of wing-guard as a result of dual ropes. An orderly system, which SAFEPASS provides, increases customer satisfaction. It also helps achieve punctuality, cuts the risk of tail-tipping by enabling dual boarding, makes it possible to avoid close proximity boarding, and improves safety, thus enabling the airline to safeguard its legal responsibility.
Slinging CoC Core (Basic)Rigging CoC Dogman CoC Intermediate Rigging CoC Advanced Rigging CoC U/S30072 and recent work experience. Prerequisite for: Gantry crane (U/S3800) Truck loader crane (U/S16617) Sling varied regular loads and safely direct a crane during crane operations (U/S3789) NZ Certificate in Core Rigging *Includes Sling varied regular loads and safely direct a crane during crane operations 1786 NZ Certificate in Cranes (Dogman Operations) L3 May have an endorsement for: Core Rigging *Includes Sling varied regular loads and safely direct a crane during crane operations U/S 3789 Prepare and sling complex loads for crane operations (U/S3801) NZ Certificate in Intermediate Rigging May have endorsements in: Construction rigging Telecom rigging *Includes Core Rigging and Dogman CoC NZ Certificate in Advanced Rigging May have endorsements in: Construction rigging Telecom rigging *Includes Core Rigging, Intermediate Rigging and Dogman CoC And Or and Or Or ConstructSafe Tier 1 National Certificate in Core Rigging, recent work experience and theory assessment Recent work experience and theory assessment National Certificate in Intermediate Rigging, recent work experience and theory assessment National Certificate in Advanced Rigging, recent work experience and theory assessment Alternatively, RPL until 31/12/2021 Alternatively, RPL until 31/12/2021 Alternatively, RPL until 31/12/2021 *Minimum 3 years’ *experience in the industry. *US3789 (Sling and communicate) *US15757 (Set up and use fall arrest systems) *US 23960, 23962,23966(EWP Knowledge, Scissor Lift, Boom Lift) *Theory assessment *Minimum 5 years’ experience in industry *DoL Cert. or International Qualification. *All core competencies. *US 3801 *Theory assessment US25268 or equivalent for telecom strand *Minimum 8 years’ experience in the industry. *Manukau Polytechnic or International Advanced Qualification. *All intermediate competencies. *Theory assessment. Requirements to achieve Dogman or Rigging Certificates of Competence Prepared by Graham Burke SARNZ
the National Institutes of Health of the U.S. Department of Health and Human Services. Established in 1978, the Clearinghouse provides information about diabetes to people with diabetes and to their families, health care professionals, and the public. The NDIC answers inquiries, develops and distributes publications, and works closely with professional and patient organizations and Government agencies to coordinate resources about diabetes. This publication is not copyrighted. The Clearinghouse encourages users of this publication to duplicate and distribute as many copies as desired. You may also find additional information about this topic by visiting MedlinePlus at . This publication may contain information about medications and, when taken as prescribed, the conditions they treat. When prepared, this publication included the most current information available. For updates or for questions about any medications, contact the U.S. Food and Drug Administration toll-free at 1–888–INFO–FDA or visit . Consult your health care provider for more information. NIH Publication No. 14–3925 August 2014 [] Page last updated October 1, 2014
Survival rate% NH3-H Salinity ppt pH Dissolved oxygen Mg/L Temperature oC Pond 75 0.4 6.2 8.13 6.7 22 Commercial farm (hapa) 40 0.0 0.85 7.76 6.8 21 Faculty farm (hapa) 100 2.0 5.0 8.27 7.2 20 Institute pond Growth performance: Results of growth performance in Table 5 showed that possibility of culture Egyptian sole in low salinity water for 45 days with increased of growth which do not like cultured in water of lake Qarun. Results showed that insignificant (P > 0.05) differences in final weight but significant (P≤ 0.05) differences in weight gain, daily gain and SGR to fish cultured in pond of lake Qarun water. But Egyptian sole cultured in low salinity water (5ppt) don’t less much and in the same range this indicated that possibility of cultured Egyptian sole in low salinity water. These results was similar to weight gain, specific growth rate and condition factor were recorded in the same species by Yones and Abel-Hakim (2011), Bonaldo et al. (2006), Rudea-Jasso et al. (2004) and Silva et al. (2010) when cultured this species and note that sole fish growth rate is different from other fish deployed in Egypt, such as tilapia. The HIS is often used as an indicators of condition and nutritional status of fish. Table (5). Average value of growth parameters during the experimental period (45 days) in ponds of SED Pond 31 ppt Pond 5 ppt Item 2.82 23.60 24.80 Initial weight, g
Questacon is the only venue in Australia showcasing this exhibition in 2017. Above and Beyond makes one thing very clear; the sky was never the limit. Above and Beyond opens at Questacon on Saturday 25 March to 23 July 2017. King Edward Terrace Canberra 02 6270 2800 Media enquiries: 0439 399 912
ACLN (Australian Credit Licence Number) – the six-digit number provided by the Australian Securities and Investments Commission when an entity is registered as a credit provider Numbers associated with a foreign company: For a foreign company the foreign equivalent of the ACN, ABN, ARBN, AFSL or Australian credit licence number, and the country in which the business number was issued. Permanent establishment in Australia or foreign country A ‘permanent establishment’ is a place at or through which you carry on a business in Australia or a foreign country. It operates through a permanent establishment in Australia You have a permanent establishment in Australia if you carry on your business at or through: a physical address such as a shopfront, business premises, house or flat; or a mobile service such as a car or truck; or while travelling within Australia; and your business is physically present in Australia. You have a permanent establishment in Australia if you carry on your business through an agent that is physically present in Australia. It is a resident of Australia and operates through a permanent establishment in a foreign country Your business is a resident of Australia if: Sole trader – you ordinarily reside in Australia Company – your business is incorporated in Australia or your ‘business resident’ in Australia passes the ‘control test’ in relation to the company. To pass the control test in relation to a company: the aggregate of the individual’s (and, if applicable, the individual’s associates’) direct voting interest must be 50 per cent or more; or the aggregate of the individual’s (and, if applicable, the associates’) direct control interests must be 15 per cent or more’ or the company must be sufficiently influenced by the individual (or an associate of the individual); or the individual (either alone or together with associates) must be in a position to exercise control over the company. Trust – a trustee of the trust is a resident of Australia or an individual resident in Australia who passes the control test in relation to the trust, or a person who benefits or is capable of benefiting under the trust is a resident of Australia. To pass the ‘control test’ in relation to a trust: the individual must be the trustee, or part of a group able to remove the trustee or vary the trust deed