zilongwang/ReadingBank huggingface dataset:
under the Limited Partnerships Act 2003), and provisions of these regulations applying to listed companies shall apply mutatis mutandis to all other listed entities. All persons engaged in takeover transactions shall observe the general principles and shall comply with the specific requirements set out in these regulations. 2. (1) In these regulations, unless the context otherwise requires – “acquisition of voting rights” includes the exercise of control or direction over voting rights other than by way of a revocable proxy given for no consideration for the purpose of one meeting of shareholders only; “acting in concert” in relation to a person means that, pursuant to an agreement or undertaking, the persons actively co-operate to obtain or consolidate control of a company through the acquisition of voting rights of the company; “Authority” means the Securities Authority; “control” means a holding, or aggregate holdings, of 50% or more of the voting rights of a company irrespective of whether that holding or holdings give de facto control; “director” includes any person who occupies the position of a director by whatever name called; “document” includes any announcement, advertisement or offer document issued or published by any party to an offer or possible offer in connection with such offer or possible offer; “offer” includes a takeover and merger transaction however effected, including a scheme of arrangement which has similar commercial effect to takeovers and mergers, and offers by a parent company for shares in its subsidiary; “offer period” means the period from the date when an announcement is made of a proposed or possible offer (with or without terms) until the first closing date or (if this is later) the date when such offer becomes or is declared unconditional in all respects or is declared to have lapsed; “person” includes an individual or a company; “rights over shares” include any rights acquired by the person by virtue of an agreement to purchase shares or an option to acquire shares or an irrevocable commitment to accept an offer to be made by the person; “securities exchange” means any securities exchange on which the offeror or offeree company is listed; “securities exchange offer” means an offer in which the consideration includes securities of the offeror or any other corporate body; “share” means share in the capital of a company and includes an interest in a partnership and trust unit in a unit trust;
Respite Support for Carers of Young People with Severe or Profound Disability $0.08 million TBC TBC Young Carers Respite and Information Services $0.01 million TBC TBC Total in-kind contribution – TBC TBC Total cash contribution $0.71 million TBC TBC ‘..’ represents an amount of less than $5,000. The following Commonwealth disability services/programs, as set out in Table 2, will remain as in-kind subject to transition strategies, developed by the Commonwealth in consultation with the Agency or will transition (either in part or in full) into cash contributions as contracts expire. Table 2: Commonwealth disability services/programs remaining in-kind 2014-15 2015-16 2016-17 Continence Aids Payment Scheme $0.02 million TBC TBC Disability Employment Assistance: Australian Disability Enterprises $0.30 million TBC TBC Hearing Services Program $0.16 million TBC TBC Improved Support for Younger People with Early Onset dementia $0.01 million TBC TBC National Auslan Booking Services $0.02 million TBC TBC Partners in Recovery: Coordinated Support and Flexible Funding for people with severe and persistent mental illness $0.01 million TBC TBC Support for Day t0 Day Living in the Community: A structured activity program .. TBC TBC Targeted Community Care: Mental Health Respite Carer Support $0.04 million TBC TBC
Targeted Community Care: Personal Helpers and Mentors $0.12 million TBC TBC Total in-kind contribution $0.68 million TBC TBC Total cash contribution – TBC TBC ‘..’ represents an amount of less than $5,000. The updated Commonwealth share of funding for NDIS funded supports (updated from Table 3 in Appendix A) that is estimated to be provided in cash and through direct provision of services is shown in Table 3. Table 3: Total Commonwealth contribution to NDIS funded supports 2014-15 2015-16 2016-17 Commonwealth cash contribution to the NDIS $7.29 million TBC TBC Commonwealth in-kind contribution to the NDIS $0.68 million TBC TBC Repayment of Commonwealth grants* $3.54 million TBC TBC Total Commonwealth funding for NDIS funded supports (including over 65s) $11.51 million TBC TBC *Repayment of Commonwealth grants includes funding transferred from the Australian Capital Territory to the Commonwealth from the National Disability Services SPP and the National Partnership Agreement on Transitioning Responsibilities for Aged Care and Disability Services for clients ageing over 65 in the scheme. Refer to Table 6 for a further breakdown of funding. The balance of Commonwealth cash and in-kind contribution for 2015-16 and 2016-17 will be agreed between the Australian Capital Territory and the Commonwealth at a future date with the expectation that agreement will be reached no later than 31 March 2015. Australian Capital Territory cash and in-kind contributions The approach to transitioning the Australian Capital Territory's existing disability programs is outlined below:
ACT GCSE Seminars 2016 Updated Overview of new GCSE specifications for Citizenship Studies Awarding organization Qualification content themes Citizenship Action Assessment approach Unique features Edexcel (based on accredited specification December 2015) Living together in the UK Democracy at work in the UK Law and Justice Power and influence Taking citizenship action Students must carry out an in-depth critical investigation leading to citizenship action in an out of classroom context that involves the skills of: Research and enquiry Interpretation of evidence Planning and collaboration Problem solving Advocacy Campaigning Evaluation. The action must be carried out in a team (involving at least one other person). Centres are required to Two exam papers: Paper 1 Four sections: 50% 1 hour and 45 minutes 80 marks Section E ‘Taking citizenship action’ requires students to work in a ‘team’ with at least one other person. Living together in the UK (10%) Democracy at work in the UK (10%) Law and justice (10%) Citizenship issues and debate (21%) Extended response questions are included for two or more themes (A-C)
Awarding organization Qualification content themes Citizenship Action Assessment approach Unique features OCR (based on December 2015 draft spec) Rights, the law and the legal system in England and Wales Democracy and government The UK and the wider world Citizenship Action Candidates participate in a real out of classroom context to plan action to address an issue or question of concern and should use a range of citizenship skills including: Research and enquiry Interpretation of evidence Planning Collaboration Advocacy Campaigning Evaluation Centres are required to complete a confirmation sheet to confirm candidates have completed their own active citizenship 100% examination comprising three papers: 3 exam papers in total with Paper 1 – Objective testing (MCQ) Paper 2 and 3 offer a mix of questions comprising short, medium and extended responses. Citizenship in Perspective Sample of objective testing questions from themes 1-3: Rights, the law and the legal system Democracy and government The UK and the wider world 25% 50 minute paper 50 marks Citizenship in Action Rights, the law and the legal system Democracy and government 4.Citizenship Action Mix of short, medium 50% 1 hour 45 minute paper 100 marks
STANDARD 1 - Recruitment, Employment and Induction (Cont) 1.4 The GTO actively participates in the RTO’s development of the Training Plan, which is based on competency-based progression and completion principles and relevant to the qualification, the occupation, the host employer’s workplace and the needs of their apprentice/trainee, in conjunction with the apprentice/trainee. Evidence of compliance (number attachments) Auditor comments/Assessment Desk audit Site audit Compliant? Yes No
What is Mr. Asagai’s role in the play? Mr. Asagai represents teaching Beneatha about her African heritage. Assimilationism = the process where a minority’s culture is absorbed within the majority’s and thereby lost. What is identity? Why is Beneatha so interested in her identity? Identity is an understanding of one’s purpose and place in his/her world, including one’s heritage and traditions. Beneatha is interested in her identity because she wants to feel like she belongs and has value as an individual. She will not be the housewife her mother or sister-in-law is. Beneatha represents the changing role of a female within the family. How does Mr. Asagai’s translate his nickname for Beneatha? How does that nickname characterize her? Asagai’s nickname is translated “One for whom bread is not enough,” which characterizes Beneatha as a person not satisfied with what is expected or traditional. What’s Walter’s view on money? Why does he feel this way? Walter says money is life. He feels unsatisfied with his job and position in his world. He needs to be more than some man’s chauffer. Because of this, he greatly wants to prove his manhood by making more money for himself and his family. What is Ruth considering at the end of Act I? Ruth is considering having an abortion at the end of the Act I because her relationship with Walter is in jeopardy. She knows that Walter does not want this child.
Act II Scene 2 1. How does Shakespeare use Calpurnia to foreshadow what is to happen to Caesar? 2. Describe the feeling behind Caesar’s response to Calpurnia’s instruction that he “shall not stir out of (his) house today.” 3. What strange and horrible things does Calpurnia report to Caesar that have been seen that night? 4. What does Calpurnia mean by the following statement? “When beggars die, there are no comets seen; the heavens themselves blaze forth the death of princes.” 5. Explain Caesar’s response to Calpurnia’s statement (above). 6. What is Caesar’s reply when his servant tells him the augurers (fortune tellers) advise that Caesar stay home? 7. How does Calpurnia finally get him to agree to stay with her? 8. Describe the two versions of Calpurnia’s dream. 9. What arguments does Decius use to convince Caesar to go to the Capitol? 10. How does Caesar treat those who come to take him to the Capitol? What does this make you think of the man? 11. How is Brutus feeling when he says these lines aside? “That every like is not the same, O Caesar, the heart of Brutus yearns to think upon.” Act II Scene 3 1. What is the setting of scene three? 2. Who is the man in this scene? 3. Is he for or against Caesar? 4. What is contained in the letter he is reading? 5. Explain the significance of the following lines: “If thou read this, O Caesar, thou mayst live; if not, the Fates with traitors do contrive.”
Explain the demand Proctor makes of Mary Warren at the end of scene one and her significant response to his threat. Identify the two dynamic characters in this scene and show their changes. How are the golden candlesticks symbolic of Parris’s personality? How is the poppet a symbol of Abigail’s control of the society?
MACBETH He does: he did appoint so. LENNOX The night has been unruly: where we lay, Our chimneys were blown down; and, as they say, Lamentings heard i' the air; strange screams of death, And prophesying with accents terrible Of dire combustion and confused events New hatch'd to the woeful time: the obscure bird Clamour'd the livelong night: some say, the earth Was feverous and did shake. MACBETH 'Twas a rough night. LENNOX My young remembrance cannot parallel A fellow to it. Re-enter MACDUFF MACDUFF O horror, horror, horror! Tongue nor heart Cannot conceive nor name thee! MACBETH LENNOX What's the matter. MACDUFF Confusion now hath made his masterpiece! Most sacrilegious murder hath broke ope The Lord's anointed temple, and stole thence The life o' the building! MACBETH What is 't you say? the life? LENNOX Mean you his majesty? MACDUFF Approach the chamber, and destroy your sight With a new Gorgon: do not bid me speak; See, and then speak yourselves. Exeunt MACBETH and LENNOX Awake, awake! Ring the alarum-bell. Murder and treason! Banquo and Donalbain! Malcolm! awake! Shake off this downy sleep, death's counterfeit, And look on death itself! up, up, and see The great doom's image! Malcolm! Banquo!
And evils imminent; and on her knee Hath begg’d that I will stay at home to-day. DECIUS This dream is all amiss interpreted; It was a vision fair and fortunate: Your statue spouting blood in many pipes, In which so many smiling Romans bathed, Signifies that from you great Rome shall suck Reviving blood, and that great men shall press For tinctures, stains, relics and cognizance. This by Calpurnia’s dream is signified. CAESAR And this way have you well expounded it. DECIUS I have, when you have heard what I can say: And know it now: the senate have concluded To give this day a crown to mighty Caesar. If you shall send them word you will not come, Their minds may change. Besides, it were a mock Apt to be render’d, for some one to say ‘Break up the senate till another time, When Caesar’s wife shall meet with better dreams.’ If Caesar hide himself, shall they not whisper ‘Lo, Caesar is afraid’? Pardon me, Caesar; for my dear dear love To our proceeding bids me tell you this; And reason to my love is liable. CAESAR How foolish do your fears seem now, Calpurnia! I am ashamed I did yield to them. Give me my robe, for I will go.
What tools are used? Other (specify): Yes No Instructor Department or division Institution Third body external to the institution Instructor Department or division Institution Third body external to the institution What tools are used? Describe the mechanisms in place for using assessment results to improve the program. Provide any additional comments on institutional assessment of chemistry education.
Act IV, Scene II How does Emilia prove to be a friend to Desdemona? How does her characterization of the cause of Othello’s mistrust parallel Emilia’s beliefs about men and marriage? In the following speech, to what does “it” refer? EMILIA: I durst, my lord, to wager she is honest, Lay down my soul at stake. If you think other, Remove your thought; it doth abuse your bosom. If any wretch have put this in your head, Let heaven requite it with the serpent’s curse! For, if she be not honest, chaste, and true, There’s no man happy; the purest of their wives Is foul as slander. (Act IV, Scene II, lines 14 – 21) Explain the rhetorical strategy of repletion that Shakespeare uses in the following passage. What is its effect? OTHELLO: Was this fair paper, this most goodly book, Made to write “whore” upon? What committed? Committed! O thou public commoner! I should make very forges of my cheeks, That would to cinders burn up modesty, Did I but speak thy deeds. What committed! Heaven stops the nose at it and the moon winks; The bawdy wind that kisses all it meets Is hush’d within the hollow mine of earth, And will not hear it. What committed! Impudent strumpet! (Act IV, Scene II, lines 79 – 89)
Successful ACT WRCs often have funding for collateral support such as communications, marketing, and service delivery to provide assessments. They also have funds for coordinating the initiative, attending the Academy and to maintain the ACT WRC status. Does your local team have a plan to acquire the resources necessary to launch and maintain an ACT WRC initiative? Your ACT WRC local leadership team is likely to include individuals with significant leadership responsibilities in their respective agencies. How do you intend to organize your team and ensure participants are committed to implementing plans and achieving their goals?
Provide the following information for each type of research or related activity offered. Additional information is attached. Type of activity Original research Student internship Student co-op Long-term student project Original research Student internship Student co-op Long-term student project Original research Student internship Student co-op Long-term student project Faculty or institutional unit(s) involved Average faculty hours per week Average students participating each term Average total student hours per week Location Funding source (Check all that apply) Institution Government grant Academic partners Industrial or government partners Other (specify): Institution Government grant Academic partners Industrial or government partners Other (specify): Institution Government grant Academic partners Industrial or government partners Other (specify): Frequency of activity Student outputs (Check all that apply) Journal articles Internal written reports Posters for external presentation Posters for internal presentation Student evaluations Most projects have no outputs. Journal articles Internal written reports Posters for external presentation Posters for internal presentation Student evaluations Most projects have no outputs. Journal articles Internal written reports Posters for external presentation Posters for internal presentation Student evaluations Most projects have no outputs. Student evaluators (Check all that apply) Institutional faculty Institutional staff Faculty at partnering institutions Industrial or governmental partners Other (specify): Students do not have formal evaluations. Institutional faculty Institutional staff Faculty at partnering institutions Industrial or governmental partners Other (specify): Students do not have formal evaluations. Institutional faculty Institutional staff Faculty at partnering institutions Industrial or governmental partners Other (specify): Students do not have formal evaluations. Student compensation (Check all that apply) Academic credit Financial compensation Tuition reimbursement Other (specify): Students receive no compensation. Academic credit Financial compensation Tuition reimbursement Other (specify): Students receive no compensation. Academic credit Financial compensation Tuition reimbursement Other (specify): Students receive no compensation.
ATTACHMENT B Page 3 Schedule of Professional and Other Contract Services Act 2 of 2018 Second Extraordinary Legislative Session Schedule 20 Name of Contracting Party: _________________________________ Name of Program: ________________________________________ Name and Address of Individual and/or Firm Nature of Work Performed and Justification for Services Total Contract Amount Total Paid by Appropriation Totals $____________________ $_____________________
Key deliverables Progress and timing Allocation of NPA funding Comments 1. Enhance equipment funding for the Rehabilitation, Aged and Community Care (RACC) Equipment Loan Service (ELS) to expand the range of equipment available to rehabilitation patients. This service is provided by RACC at the Canberra Hospital. Note that Aged Care and Rehabilitation Service (ACRS) changed its name to Rehabilitation, Aged and Community Care (RACC). Equipment requirements have been identified, and ordered to be received and paid for by 30 June 2012. Activities under this initiative will be implemented up to 2012-13. 1.0 FTE Health Service Officer (HSO) who was permanently appointed in September 2010 continues to work in this role. $ 726k over four years (out of total Rehabilitation funding of $1.995 million over four years) Total expenditure for 2011-12 on this key deliverable is $127,555 The staffing profile for Equipment Loan Service (ELS) has been enhanced to include an additional 1.0 FTE additional HSO staff. Service continues to provide a two person delivery service, five days a week for hospital beds, hoist and recline/lift chairs. 10 X 18” Breezy Basix wheelchairs with left/right elevating leg rests have been ordered. All equipment ordered for the ELS enhancement pool was ordered and received by 30 June 2012. Bariatric equipment such as bathing items and wheelchairs have been purchased to meet demand.
Course Find appropriate information in technical articles Critically evaluate technical articles Identify and retrieve technical articles Use scientific databases Other chemical literature skills (specify): General Chemistry Organic Chemistry Preparatory Chemistry Chemistry for Health Science Majors General Education Chemistry Other (specify): ) Briefly describe the methods used to develop students’ chemical literature skills in chemistry courses. Briefly describe the methods used to assess students’ chemical literature skills in chemistry courses. Briefly describe the effectiveness of the methods used to develop students’ chemical literature skills in chemistry courses. Briefly describe the opportunities that chemistry students have to develop chemical literature skills outside of chemistry courses. Indicate the frequency with which chemistry students are provided opportunities to develop the following chemical safety skills.
Course Understand and use responsible disposal techniques Understand and use material safety data sheets Recognize and minimize hazards in the laboratory Align activities with U.S. Occupational Safety and Health Administration requirements Other chemical safety skills (specify): General Chemistry Organic Chemistry Preparatory Chemistry Chemistry for Health Science Majors General Education Chemistry Other (specify): ) Briefly describe the methods used to develop students’ chemical literature skills in chemistry courses. Briefly describe the methods used to assess students’ chemical literature skills in chemistry courses. Briefly describe the effectiveness of the methods used to develop students’ chemical literature skills in chemistry courses. Briefly describe the opportunities that chemistry students have to develop chemical literature skills outside of chemistry courses. Describe any concerns regarding chemical safety education at this institution, along with any plans to address these concerns. Indicate the frequency with which chemistry students are provided opportunities to develop the following problem-solving skills.
DEPARTMENT OF TRANSPORTATION’S REPORT TO THE LEGISLATURE OF THE STATE OF REQUIRED UNDER SECTION 261-7(e), HAWAII REVISED STATUTES ANNUAL REPORT: “RENTAL MOTOR VEHICLE CUSTOMER FACILITY CHARGE” FROM ACT 226 SESSION LAWS OF HAWAII 2008 STATE OF DEPARTMENT OF TRANSPORTATION DECEMBER 2012
Analysis “To be, or not to be” is the most famous line in English literature. What does it mean? Why are these words and what follows special? One reason is that they are a stunning example of Shakespeare’s ability to make his characters seem The audience senses that there is more to Hamlet’s words than meets the ear—that there is something behind his words that is never spoken. Or, to put it another way, the audience witnesses signs of something within Hamlet’s mind that even he isn’t aware of. Hamlet is a fictional character who seems to possess a subconscious mind. How does Shakespeare manage to accomplish this? In the first place, Hamlet doesn’t talk directly about what he’s really talking about. When he questions whether it is better “to be, or not to be,” the obvious implication is, “Should I kill myself?” The entire soliloquy strongly suggests that he is toying with suicide and perhaps trying to work up his courage to do it. But at no point does he say that he is in pain or discuss why he wants to kill himself. In fact, he never says “I” or “me” in the entire speech. He’s not trying to “express” himself at all; instead, he poses the question as a matter of philosophical debate. When he claims that everybody would commit suicide if they weren’t uncertain about the afterlife, it sounds as if he’s making an argument to convince an imaginary listener about an abstract point rather than directly addressing how the question applies to him. Now, it’s perfectly ordinary for characters in plays to say something other than what they mean to other characters (this suggests that they are consciously hiding their true motives), but Hamlet does it when he’s talking to himself. This creates the general impression that there are things going on in Hamlet’s mind that he can’t think about directly.
Contents Acute Coronary Syndromes Clinical Care Standards 2 Purpose 3 Acute coronary syndromes – the case for improvement 4 Quality statement 1 – Immediate management 6 Quality statement 2 – Early assessment 7 Quality statement 3 – Timely reperfusion 9 Quality statement 4 – Risk stratification 10 Quality statement 5 – Coronary angiography 12 Quality statement 6 – Individualised care plan 13 Glossary 14 References 16
Preventing recurrence needs to start at the first admission for an acute coronary syndrome Hospitalisations for ACS have increased since the 1990s but the average length of stay in hospital has decreased. While most hospital stays are for three days or more, stays of one day or less are more frequent in all age groups than they were in the late 1990s, due in part to advances in medical procedures.8 Nonetheless, one-third of patients admitted for CHD are readmitted within 24 months, with readmissions accounting for up to a third of the total costs of atherothrombotic disease.9 It is likely that at least some of these readmissions (and associated costs) could be prevented by reducing the gaps between recommended and current care. Systems of care can improve outcomes Clinical pathways and clinical care networks that cross hospital and health service boundaries have been shown to improve outcomes for people with an ACS.11,12 The need for coordinated systems of care to manage acute events and prevent future recurrences is vital. An integrated, systems-based approach supported by health services and networks of services is therefore central to the delivery of patient-centred care identified in this Clinical Care Standard. Key elements of this approach include: an understanding of the capacity and limitations of each component of the system across metropolitan, regional and remote settings, including pre-hospital care, within and across hospitals, through to community and other support services clear lines of communication across components of the system appropriate coordination so that patients receive timely access to optimal care regardless of how or where they enter the system.
Australian Commission on Safety and Quality in Health Care Level 5, 255 Elizabeth Street, SYDNEY NSW 2000 GPO Box 5480, Sydney NSW 2001 Phone: (02) 9126 3600 Fax: (02) 9126 3613 ccs@safetyandquality.gov.au www.safetyandquality.gov.au
Romeo This gentleman, the prince’s near ally, My very friend, hath got this mortal hurt In my behalf—my reputation stained With Tybalt’s slander—Tybalt, that an hour Hath been my cousin. 3.1.106-110 ally: relative mortal: fatal in my behalf: for my sake Translation What is Romeo’s dilemma? Lady Capulet I beg for justice, which thou, prince must give. Romeo slew Tybalt; Romeo must not live. 3.1.177-178 slew: killed Translation Literary Terms BLANK VERSE Definition: Non-rhyming poetry with ten syllables per line (usually using iambic pentameter rhythm) Examples: Most of the dialogue in Shakespeare’s plays is written in blank verse. Act 3, scene 1, line 2: IAMBIC PENTAMETER Definition: Poetry that has five iambs per line. An iamb is a two-syllable unit in an pattern. Example: (Mark the accented or stressed syllables.) Act 3, scene 1, line 3: COUPLET Definition: Two consecutive lines of poetry that rhyme. Example: Act 2, scene 2, lines 185-186:
identify and practice culture through language Leadership Empowering people, creating confidence and self-esteem Improving Aboriginal and Torres Strait Islander Representation The Improving Aboriginal and Torres Strait Islander Representation project is a joint initiative between the Community Services Directorate and Aboriginal and Torres Strait Islander Elected Body. It aims to strengthen the representation of Aboriginal and Torres Strait Islander people in decision making and enhance Aboriginal and Torres Strait Islander cultural identity. The project consists of three parts; 1. To strengthen the representational capacity of local Aboriginal elders 2. To develop an ACT Aboriginal and Torres Strait Islander cultural strategy 3. A cultural proficiency program In 2016-17, work has been undertaken to develop the Cultural Strategy and consultation has occurred. The project will be progressed further in 2017-18. Aboriginal and Torres Strait Islander Elected Body The ACT Government continues to support the Aboriginal and Torres Strait Islander Elected Body and implement the review of the Aboriginal and Torres Strait Islander Elected Body Act 2008 (the Act). The review of the Act was tabled in the ACT Legislative Assembly in August 2016. Following consultations with contributing stakeholders on the government response, the Aboriginal and Torres Strait Islander Elected Body Amendment Bill 2017 was passed by the Legislative Assembly on 6 June 2017. The amendments strengthen the functions of the Aboriginal and Torres Strait Islander Elected Body to consult and provide advice on systemic or whole-of-government issues. It clarifies the delineation of responsibility between the Elected Body and the ACT Government in the management of operational aspects of Aboriginal and Torres Strait Islander policy and service provision. The implementation of the review will continue to progress in 2017-18. Information on the Aboriginal and Torres Strait Islander Elected Body can be found at During 2016-17, the Aboriginal and Torres Strait Islander Elected Body held the following: ATSIEB hearings ATSIEB meetings Community forums 28 February 2017 15 July 2016 31 August 2016 12-13 April 2017 26 August 2016 (cancelled) 17 February 2017 12 September 2016 (cancelled) 4 November 2016 12-13 April 2017
If you checked any of the above experiences, please complete chart on the next page: Dates Business or organization Type of Experience Circle one Unpaid or Paid Circle one Responsibilities Training Intern Volunteer Employment Unpaid Paid Training Intern Volunteer Employment Unpaid Paid Training Intern Volunteer Employment Unpaid Paid Training Intern Volunteer Employment Unpaid Paid Training Intern Volunteer Unpaid Paid
ACT CRISIS ACTION PLAN About you Day Contact General Practitioner (GP) Name: DOB: Phone: Mobile: Address: Diagnosis: Medication: MONDAY Name: Role: Mob: Name: Phone: Practice: OUT OF HOURS Crisis Assessment and Treatment Team (CATT) 1800 629 354 or (02) 6205 1065 Lifeline 13 11 14 Suicide Call Back Service 1300 659 467 BeyondBlue Support Service 1300 224 636 GREEN Light “Signs that I am well and strengths to build on” “Things I need to do to stay well” YELLOW Light “Signs that I am becoming unwell” “Things I need to do to get better” RED Light “Signs that I am unwell” “Crisis Response / Actions to be taken”
Millimurra family and Jimmy Munday: Indigenous people who have faced starvation, forced removal and even gaol but still live in dignity. defiance, whereas others see it as an act of resignation. Which do you think it is, and why? Scene Six: Moore River Settlement Jimmy has died and Neal shows little sympathy for the Millumurra family. Why at the end of the scene does Milly appeal to Matron for a proper coffin for Jimmy? Scene Seven: Moore River Settlement Mary goes into labour and Gran safely delivers the baby boy. What is the significance of Mary’s boy delivered by Gran? Scene Eight: Moore River Settlement Joe arrives back two weeks early from gaol; he names his baby son Jimmy after his uncle; Joe sees that Mary has whip marks and they decide to seek permission to leave Moore River. What are the message put forward by the events in this scene? Scene Nine Moore River Settlement Neal agree to allow Joe and Mary to leave the settlement. Billy says to Joe, ‘That your country. You back sit down that place’. What is the significance of Billy saying this and giving Joe the whip as a parting gift? Scene Ten: Moore River Settlement Joe and Mary leave for Northam. The Millimurras give them parting gifts and they leave with Gran singing a song in her traditional language. Q What is the symbolism of Joe and Mary being given a sugar bag that is filled with supplies rather than sugar?
SCHEDULE 1 - CONTRACT DETAILS Item 1 Contract Officers See clauses 20.9 and 21 For the Territory: Director Training and Tertiary Education Education and Training Directorate Level 5, 220 Northbourne Avenue BRADDON ACT 2612 Phone: 02 - 62058555 Email: (Attention Director) Fax: 02 - 62058448 For the Recipient: Name Position Full Name of Recipient including ACN if Company or ABN Address – physical (address from which it conducts its business) Address - postal Phone: Email: Fax: Item 2 Term See clause 2 From 1 July 2015 to 30 June 2017 Item 3 Options to Extend See clause 2(2) Extensions: For an additional term of 12 months in duration For an additional term of 12 months in duration
(b) Schedules; (c) any attachments to the Schedules; and (d) documents incorporated by reference in this Deed. 21. Definitions and Interpretation ACT Government Training Initiative means any training initiative which forms a Schedule to this Deed which is funded by the ACT Government, whether in whole or in part. Training initiatives may target specific student groups, such as equity groups and/or specific skills and qualifications. Specific contractual provisions apply for each initiative. AQF means Australian Qualifications Framework. AQF specifies the standards for educational qualifications in Australia. Agreed Terms clauses 1 to 21 of the Deed which set out terms and conditions agreed by the Parties. Audit Guide for Training Providers in the ACT Annexed as a Schedule to this Deed and published on the Territory’s website. Audit Report means the formal record of the audit findings prepared by the auditor/s for desktop and on-site audits, issued to the Recipient within thirty (30) calendar days of the audit date. Australian Apprentice means both apprentices and trainees, who have entered into a National Training Contract: apprentice - person contracted to an employer who is undergoing training for a recognised trade occupation trainee – person employed in a recognised traineeship vocation and who has entered into a National Training Contract with their employer. Commencement Date means the Date of this Deed as specified in Schedule 1 Item 3. Contract Officer means in relation to each party, the representatives whose names and contact details are specified in Schedule 1 Item 1, or as notified from time to time by one party to the other. Eligible Individual means an individual who is eligible for government subsidised training in accordance with the eligibility requirements set out in the Schedule/s of this Deed. Funds means the amounts to be paid by the Territory as specified in the Schedule/s for the delivery of Training Services. Internal Review Tool means the mandatory tool enabling RTOs to capture and record the results of its own annual internal audit.
The Government is already getting expert assistance in examining ACTION’s IT systems, strategic business processes and operational procedures such as taking forward the MRCagney recommendations around maintenance improvements. This work will be progressed in consultation with staff and unions. ACT Government response to recommendations – General organisational improvements MRCagney recommendation ACT Government response Structure not optimal for multi operator environment – develop identical depot structures; implement specialist roles in adjusted ACTION structure; adjust transport officer numbers. Partially agreed. The Government has undertaken a corporate restructure to strengthen the purchaser-provider lines. Depot structures are more similar with only differences due to geographical reasons eg lost property office at Tuggeranong. Transport numbers are stipulated in the ACTION Enterprise Agreement. Shifts – realign maintenance shifts; remove weekend overtime; implement maintenance time data entry. Partially agreed in principle. The Government is examining maintenance arrangements and will be considering further changes over time in consultation with staff and unions. Implement strategic planning and management system via supplied frameworks. Agreed. The Government has engaged expert assistance to improve strategic planning and management within the business and will be examining opportunities to further improve strategic management capabilities as part of the establishment of Transport Canberra. Deficient operating processes – implement suggested accounting framework; document incident processes; implement absence management. Agreed. Work is progressing. IT system deficiencies – build an implement netBI data extracts for TIMS and Transequal and reassign licences for netBI. Agreed. Work is progressing. Limited formal problem solving – choose and implement problem solving methodology. Agreed. Work is progressing. Other improvements – implement finance costing improvements; implement ACTION management processes; implement fleet and maintenance strategies; extend strategic sourcing; evaluate and adopt alternative training methodologies; conduct Agreed in-principle. Following the corporate restructure, as an immediate next step the Government is examining IT and maintenance arrangements. The full scope of organisational improvements will take time to implement, and some will need to be re-evaluated in the context of the new transport agency.
STANDARD 3 – GTO GOVERNANCE AND ADMINISTRATION (Cont) 3.3 The GTO develops, monitors and continually improves its performance and strategic directions using performance data, the results of audits, assessments and surveys plus and other relevant information. Evidence of compliance (number attachments) Auditor comments/Assessment Desk audit Site audit Compliant? Yes No
GROUP TRAINING REGISTRATION IN ACT APPLICATION FORM Legal Name Trading Name Company No (ACN) ABN ACT Address Other Address (if GTO operations for the ACT are located in another state) Suburb State Post Code Postal Address Suburb State Post Code Contact person Position Phone Mobile Email Time operating in ACT From To Number of Apprentices &Trainees employed in the last 2 years Industries Serviced Are you registered as a GTO in another State/s If Yes, which State/s NSW QLD NT SA TAS VIC WA Are you also: RTO? ANP? Not for profit? Are you also applying for GTO registration in NSW? DECLARATION I certify that the information provided in this application, included attached documents, is true and accurate. Further, I agree that my organisation will meet all costs for an external auditor to conduct an additional desk and/or site audit, where it is determined by Skills Canberra that this is required, to assess the organisation’s compliance against the National Standards for Group Training Organisations, for its ACT operations. Signature of Chief Executive Officer Name (please print) Date
provisional registration and registration will be published in both the Community Notice section of a Saturday edition of The Canberra Times and on the Directorate’s website. Although the Act does not require the Minister to have regard to any written comments received from the public relating to applications for provisional registration, these comments will be provided to the Minister when determining an application for registration. Registration at additional campus or additional educational level Sections 88A and 89 of the Act require the community to be notified about applications for registration at an additional campus or additional educational level. Sections 88A and 89 of the Act also provide for written comments to be made on applications for registration at an additional campus or additional educational level. All comments received by the Directorate will be provided to the Minister. A notice advising the community of all applications received for registration at an additional campus or additional educational level will be published in both the Community Notice section of a Saturday edition of The Canberra Times and on the Directorate’s website. A minimum of 60 days after the notice is published will be provided for the receipt of written comments on the proposal by the community. Inspection of applications for registration Members of the public may inspect applications during business hours at the offices of the Directorate. A copy of an application will be provided upon written request. To obtain a copy of an application please use the Directorate’s web form: Online: Subject: Application request. Advising the outcome of an application for Registration Provisional registration If the Minister is satisfied that the school has provided the evidence required to demonstrate that it meets the criteria for provisional registration, the school will be provisionally registered at the prescribed year levels and the particulars of the school entered in the register. The proprietor of the school will be provided with a certificate of provisional registration. The Minister’s decision is placed on the Directorate’s website. Registration of additional campus or educational levels If the Minister is satisfied that the school has provided the evidence required to demonstrate that it meets the criteria for registration, the school will be registered at the additional educational levels or campus for the remaining period of the school’s current registration. The school will be provided with a new certificate of registration and the original certificate is to be returned to the Liaison Unit within 14 days of receipt of the new certificate. If the school is registered at additional campuses,
She hath not seen the change of fourteen years; Let two more summers wither in their pride, Ere we may think her ripe to be a bride. PAR.Paris Younger than she are happy mothers made. CAP.Capulet And too soon marr’d are those so early made. Earth hath swallowed all my hopes but she; She’s the hopeful lady of my earth. But woo her, gentle Paris, get her heart, My will to her consent is but a part; And she agreed, within her scope of choice Lies my consent and fair according voice. This night I hold an old accustom’d feast, Whereto I have invited many a guest, Such as I love, and you, among the store One more, most welcome, makes my number more. At my poor house look to behold this night Earth-treading stars that make dark heaven light. Such comfort as do lusty young men feel When well-apparell’d April on the heel Of limping winter treads, even such delight Among fresh fennel buds shall you this night Inherit at my house; hear all, all see; And like her most whose merit most shall be; Which on more view of many, mine, being one, May stand in number, though in reck’ning none. Come go with me. Act 1, Scene 3 KEY THEME: FAMILY
No Sugar: Scene- by-scene analysis Act One: Orientation Events Questions Scene One: Northam The Millimurra-Munday family are suffering under extreme povery at the Government Well Aboriginal Reserve. How are both poverty and resilience represented in this scene? Scene Two: Northam/ Neville’s office in Perth Frank Brown has arrived in the town and is questioned by the police. The scene then cross-cuts to Perth where Neville and his secretary Miss Dunn discuss the rate of unemployment. Why has Davis used cross-cutting (moving between locations) or the technique of split scene in this scene? Scene Three: Northam Frank Brown comes to the Millimurra-Munday family’s camp to have dinner. He supplies alcohol to Jimmy and Sam. Why is it important that women are the ones shown to stop the men from creating trouble? Scene Four: Northam Sergeant Carrol and constable Kerr arrest Jimmy and Sam for drunkenness. What is ironic about a white man like Al Jolson putting on black make-up and, as Jimmy says, ‘makin’ out he was black’?
Scene Five: Northam Jimmy and Sam are charged and sentenced for drunkenness; Frank is charged with supplying alcohol to Indigenous men. Why do each of the three men charged receive such different sentences? Scene Six: Northam Cissie becomes sick. How do poverty and isolation create a sense of potential for tragedy in this scene? Scene Seven: Northam/ Neville’s office in Perth Jimmy gets out of gaol; Milly and Gran discover rations have been further cut. What is ironic about the Sergeant’s comment about the ‘Tasmanian solution’ in light of the diminishment in government care and sustenance given to the Northam Indigenous community? Scene Eight: Northam Jimmy comes home. How does Jimmy stand up for the rights and dignity of his family and people? Scene Nine: Neville’s office Neville asks the Sergeant to organise moving the Indigenous people of Northam to Moore River Settlement. How does this scene show the level of hypocrisy in the bureaucracy of the time? Scene Ten: Northam Sergeant Carrol serves a warrant on the family to move them to Moore River. Key Point: Davis carefully portrays Jimmy as worldly, intelligent, politically aware and informed about the real reasons for the shifting of the Why does the Sergeant concede to Gran’s demands?
and less-widely spoken languages will be marginalised, leading to a reduction in consumer choice online as their consumers are serviced increasingly by pan-EU international platforms. National online offerings would be impoverished, only being able to secure content rights with no wider international appeal – digital innovation will decline as online rights become harder to secure. As rights are increasingly sold to pan-EU platforms for pan-EU distribution, multi-territory funding for European production will decline. This will mean fewer European productions and a greater market share for large-scale, global content produced outside of the EU. At risk: EU drama production. As TV production values have risen to cinematic quality, broadcasters have sought to spread the risk via either co-productions or pre-sales in different EU markets. Pan-EU distribution would make such European productions very difficult to finance, as the pre-finance market relies on a broadcaster being able to secure exclusivity to distribute in their home market. ITV Studios’ Titanic illustrates the dual role of presales and co-funding in financing content: it was co-funded by, and presold to ITV Studios and 7 other European broadcasters (see annex). At risk: compelling online content services. Broadcasters are able to offer their viewers a full range of programmes through national online catch-up services. If pan-EU distribution becomes compulsory then premium content, such as high-end drama and sports rights, is likely to be withdrawn from these services in order to preserve revenues from broadcast distribution in other European markets. At risk: news and local programming. News and local programming is expensive to produce and is financed thanks to the return that broadcasters get from high-value content. In a scenario where only larger content aggregators would be able to acquire rights to high-value content, the ability for local broadcasters to invest in news and local programming will be seriously affected. At risk: EU-wide availability of football. Currently European football leagues licence their rights in their home country and also across the EU, at different prices which reflects different levels of demand: the result is the widespread availability of matches across the EU. De facto pan-EU distribution will undermine this model with, for example, national platforms securing pan-EU distribution rights in order to maintain exclusivity. We urge the Member States to model carefully, together with the sector and taking into account existing EC studies, the possible structural consequences of any regulatory-driven shift away from current models of licensing of content. 16/06/2015