zilongwang/ReadingBank huggingface dataset:
Relationship between the ATO and the Government The ATO will continue to deliver on its outcome to government – confidence in the administration of aspects of Australia’s taxation and superannuation system through helping people understand their rights and obligations, improving ease of compliance and access to benefits, and managing with the law. The ATO will perform its revenue collection and superannuation functions while supporting the government’s message that Australia is ‘open for business’. We are creating a level playing field domestically and internationally, supporting viable businesses, reducing red tape and the cost of compliance, and improving our services. An important mechanism for consulting on the use of ATO powers is managed through the ATO’s key stewardship committees. The ATO actively participates in Government reviews including the Australian Public Service Commission Capability Review, as well as responding to the recommendations of external scrutineers. Relationship with the responsible minister The ATO will keep the responsible Minister informed with accurate and timely advice on significant issues in its core area of business. This occurs directly through our regular meetings with, and minutes to, the responsible Minister and via our relationship with the Treasury. Relationship with Treasury The ATO is committed to working productively with the Treasury as set out in the ATO-Treasury Protocol. The protocol sets out a framework for the working arrangements between the Treasury and the ATO to enable the best possible functioning of the tax and superannuation systems, for which the Treasury and the ATO share stewardship. The ATO will continue to provide advice based on our practical experience as administrators of the tax and superannuation systems, including advice where existing laws do not operate in accordance with the policy intent. This advice will include our consultations and relationships with key stakeholders who are vital to providing the right advice to the Treasury and Government and also complies with the Government’s enhanced Regulatory Impact Analysis requirements. The ATO will continue its current practice of providing the Secretary to the Treasury with all information, briefing, press releases and correspondence given to Ministers. Regulatory cooperation The ATO will work closely with Commonwealth and and Territory agencies to improve the delivery of service to all Australians. The ATO has joined myGov, making it easier for people to interact with us. Internationally, we are committed to working cooperatively to find solutions to broad challenges faced by the international system as a result of globalisation and the increasingly digitalised
12. Medical Examination details: Date of Valid until Class Limitation FAA(07/11/2011) 07/11/2012 26/08/2012 I I SHALL WEAR CORRECTIVE LENSES SHALL WEAR CORRECTIVE LENSES 13. Aircraft types and requested for :…… A330/340……………………………………………………... 14. Flying experience details: No. Flying Experience Hrs 01 Pilot In Command 605 02 In Command under supervision 1520 03 1520 04 Cross-Country As PIC 600 As co-pilot 420 1020 05 Instrument In the air 451 Synthetic 120 Total 571 06 Night Flying 669 07 Total on requested aircraft Type(s) 1.A330 420 2.A340 315 3. 08 Grand Total 1871 15. Recent flying: Number of hrs as pilot in command during the preceding six months: ………260…..………. I received Pamphlet No. PL/P/05 or PL/P/06. ………21/11/2011…………………… …………SIGNED………………….. Date Signature of Applicant N.B. This application should be forwarded to this office together with the originals and Photocopies of the following documents and the Evaluation fee. ATPL issued by foreign CAA Relevant medical certificate Log book Applicable Fees ………………………………….. ………………… Delivery Date Delivery Time
District 6 ATP Membership List Name Title Representing Address E-Mail Address Phone # Fausto Cabral Assistant District Engineer State Aid MnDOT 2900 48th St NW Rochester, MN 507-286-7620 Heather Lukes Planning Director MnDOT 2900 48th St NW Rochester, MN heather.lukes@state.mn.us 507-286-7552 Greg Paulson ATP Chair Assistant District Engineer Program Delivery 2900 48th St NW Rochester, MN greg.paulson@state.mn.us 507-286-7502 Vacant Director LAPC MPO 212 6th St N, Rm. 1200 LaCrosse, WI 54601 608-785-5977 Ben Griffith Interim Planning Director ROCOG MPO 2122 Campus Dr SE Rochester, MN 55904 griffith.ben@co.olmsted.mn.us 507-285-8232 Bryan Law Transit Planner Large Urban Transit System 4300 East River Road NE Rochester, MN 55906 blaw@rochestermn.gov 507-328-2424 Vacant Small Cities/Rural Transit System Darelynn Lehto Housing Director Prairie Island Indian Community 5636 Sturgeon Lake Road Welch, MN 55089 darelynn.lehto@piic.org 651-267-4073 Kramer Non-expiring Term Winona County Engineer County 5300 Highway 61 W Winona, MN 55987 dkramer@co.winona.mn.us 507-457-8840 Bill Anderson Term Expires 2019 Lake City Engineer City 205 West Center Street Lake City, MN 55041 banderson@sehinc.com 507-288-6464 Guy Kohlnhofer Term Expires 2020 Dodge County Engineer County 16 S Airport Drive Dodge Center, MN 55927 guy.kohlnhofer@co.dodge.mn.us 507-374-6694 David Bennett Term Expires 2020 Northfield City Engineer City 801 Washington Street Northfield, MN 55057 david.bennett@ci.northfield.mn.us 507-645-3006 See next page for Alternates
1963 Baron 95-A55 (N102FA) 142 Gallons Max (136 Usable) Max Ramp – 4901lbs Max TO/Land – 4880 Recite the V Speeds. (@4880lbs) VSO – VS – VMC – Vr – VX – VXSE – VY – VYSE – VFE – VLO – VLE – VNO – VNE – Va – VSSE - Cruise Climb Speed –123KTS Maneuvering to final speed – Single engine – 107 KTS Final Approach speed Two engines (flaps up) – 97 KTS Approach speed Two engines (flaps down) – 88 KTS Final approach speed – Single engine – 90 KTS Balked landing climb speed – 88 KTS Memory Items: Minimum oil temp for takeoff – Maximum oil temp -
ATMOSPHERE CHAPTER 3 STUDY GUIDE What is the transfer of heat through objects that are touching? Conduction What is the transfer of heat through rays or waves? Radiation What is the transfer of heat through the flow of material? Convection Does air pressure increase or decrease at higher elevations? Decrease What is the source of all energy in our atmosphere? Sun What is heat? The flow of energy from warmer objects to colder objects What is the boiling point and freezing point of water? Boiling 100° C 212° F Freezing 0°C 32° F Name the 4 layers of the atmosphere based on temperature. Troposphere Stratosphere Mesosphere Thermosphere ionosphere exosphere Which layer of the atmosphere contains the most ozone? Stratosphere Which layer of the atmosphere is closest Troposphere
to the surface of the earth? Which layer of the atmosphere is furthest from the surface of the earth and blends into outer space? Exosphere How much does the temperature decrease in the troposphere for every kilometer you go up? 6.5° Celsius Where is the hole in the ozone located? Above Antarctica Which layer of the atmosphere is the thickest? Thermosphere In layer of the atmosphere is 99% of the water vapor found? Troposphere Which part of the atmosphere can boost radio signals? Ionosphere What percentage of oxygen is found in the atmosphere? 21% What is smog? Pollution created by factories and chemicals
What is the most common gas in the atmosphere? Nitrogen In which layer of the atmosphere is the jet stream located? Troposphere Which layer of the atmosphere has most of the electrically charged particles? Ionosphere What are small particles of dust, ash, and salt that water vapor can condense onto? Condensation nuclei How much water vapor makes up the atmosphere? 0 to 4 percent What is the gas that is made up of three oxygen molecules bonded together that occurs naturally in the upper atmosphere? Protects us from ultraviolet radiation Ozone What is causing some of the ozone layer to be destroyed? Chloroflourocarbons At sea how much air pressure is there for every square inch? 14.7 pounds The earth’s rotation
What causes sea and land breezes? The land heats and cools more quickly than the water. What causes the Coriolis effect? Which type of breeze blows cooler, denser air over the water towards the land? Sea breeze Which type of breeze blows cooler, denser air above the land towards the water? Land breeze What type of wind is responsible for the movement of much of the weather across the United States and Canada? Prevailing westerlies Which type of wind blows from the east to the west towards the equator? winds Why does the air above the equator rise? Because the air has low density and low pressure What area on the has very little wind? Doldrums Name the instruments used to measure air pressure. Mercury barometer Aneroid barometer What happens when gases trap and hold heat in the Earth’s atmosphere? The greenhouse effect
a) Bus delays in free-flow offsets b) Bus delays in optimised offsets c) Arterial traffic delays in free-flow offsets d) Arterial traffic delays in optimised offsets e) Side street traffic delays in free-flow offsets f) Side street traffic delays in optimised offsets Note: TSPij indicates TSP is provided at intersections i, j. Figure 6: Percentage change in delays in free-flow offsets a) Percentage changes in bus delays b) Percentage changes in arterial traffic delays c) Mean percentage changes in side street traffic delays Figure 7 presents percentage change in delays compared to base bases when offsets are optimised to minimise bus delays. Similar to observation with free-flow offsets, results indicate bus delays decrease and side street traffic delays increase with increasing numbers of intersections with TSP. The reductions in bus delays are higher than the increases in side street traffic delays, particularly in low traffic volumes. In addition, when traffic volumes increase, the increase in side street traffic delays is larger. It can be seen that the reduction in bus delays is not affected by traffic volumes. Since optimised offsets for each scenarios tend to be different, changes in arterial traffic delays are mixed. Figure 7: Percentage change in delays in optimised offsets a) Percentage changes in bus delays b) Percentage changes in arterial traffic delays c) Mean percentage changes in side street traffic delays 4.2. The multiplier effect The effects of TSP combinations and traffic volume on percentage changes in bus and mean side street traffic delays is analysed by a stepwise multiple linear regression analysis. The percentage change in bus delays (PCB) and percentage change in side street traffic delays (PCT) are considered as dependent variables. Traffic volume in 1000vph (), the number of intersections with TSP (), and its non-linear forms such as , are independent variables. It is noted that bus delay savings can be defined as the reduction in bus delays or the negative of PCB. A summary of best-fit regression models is presented in Table 3. Table 3: Regression models for PCB and PCT Regression coefficients Free-flow offset Optimised offset Model 1 Model 2 Model 3 Model 4 PCB PCT PCB PCT
Ruggiero, A. 2018. Future of Human Powered Transort is a Trike [Online]. Available: http://gearjunkie.com/velotilt [Accessed May 29 2015]. Sims, P. 2000. Tilting Tricycle. Huff OzHpv Magazine. Australia: OzHpv. Available: http://www.ozhpv.org.au/HUFF/docs/huff16.pdf [Accessed May 29 2015]. Smit, B. Munzo TT tilting trike [Online]. Available: http://www.fastfwd.nl/index.php?id=57 [Accessed May 29 2015]. Soohoo, W. J. 1998. Multi-track vehicle with lock and drive lean control system. Google Patents. Thomas, H. 2007. Jetrike [Online]. Available: http://jetrike.com/ [Accessed May 28 2015]. Tiltingvehicles. 2015. Tiltingvehicles. Tilting Vehicles Blog [Online]. Available from: http://tiltingvehicles.blogspot.com.au/ [Accessed May 29 2015]. Van De Walle, F. 2004. The velomobile as a vehicle for more sustainable transportation. Master of Science Thesis at The Royal Institute of Technology in Stockholm, Sweden. Vittouris, A. & Richardson, M. Designing vehicles for natural production: Growing a velomobile from bamboo. 34th Australasian Transport Research Forum (Dr Peter Tisato, Mr Lindsay Oxlad, and Professor Michael Taylor 28/09/2011-30/09/2011), 2011. PATREC, 1-20. Vuong, V. Openbike Ilean [Online]. Available: http://en.openbike.org/wiki/~iLean. Wianecki, R. 2003. Rick Wianecki's Leaning Trike Project [Online]. Available: http://www.recumbents.com/wisil/wianecki/leaning_trike.htm [Accessed May 29 2015].
Creating the physical and policy conditions supportive of bike share in Adelaide is a long-term process. Section 3.4 describes the suggested sequencing of preparatory activities. Implementation timeline This paper has identified that a number of major policies require implementation before the necessary preconditions for an Adelaide bike share program are met. It is likely that the process of meeting these pre-conditions will take in the order of four years, meaning a future bike share program that stands the greatest chance of success is unlikely before 2020. A lack of supportive bicycle infrastructure was one reason the Brisbane and Melbourne bike share schemes failed to achieve substantial ridership (Fishman et al. 2014b). It is therefore necessary to make a significant investment in the bicycle infrastructure network prior to launching a bike share program in Adelaide. This must include protected bicycle infrastructure, which has been shown to overcome the real and perceived risk associated with urban cycling (Teschke et al. 2012, Winters et al. 2011, Winters and Teschke 2010, Reynolds et al. 2009). Figure 3 provides a summary of the suggested milestones and broad scale timelines should Adelaide choose to begin the process of implementing a bike share program.
Appendix One Bike Propensity Index Variables and Quintiles Measure Scale for Index quintile Q1 Q2 Q3 Q4 Q5 People per hectare 0 – 13.945 14.011 – 20.931 20.941 – 24.873 24.876 – 29.000 29.002 – 90.234 Number of people working per hectare 0–1.483 1.567 – 3.416 3.416 – 6.127 6.127 – 8.531 8.531 – 198.023 Number of people aged 18 – 34 years of age per hectare. 0 – 2.728 2.734 – 4.423 4.423 – 5.855 5.860 – 7.799 7.804 – 61.982 Number of employed people across Adelaide with employment destinations within the City of Adelaide, by number in SA2 0-874 874-1088 1088-1545 1545-1912 1912-2926 Number of households with one or zero motor vehicles per hectare. 0 – 1.973 1.973 – 3.534 3.534 – 4.968 4.968 – 6.788 6.788 – 32.325 Proportion of workers who used the bicycle for at least one stage of their trip to work, by residential SA2 0 – .009 0.009 – .016 0.016 – 0.021 0.021 – 0.033 0.033 – 0.050 Proportion of workers who used the bicycle for at least one stage of their trip to work, by destination SA2 0 – 0.004 0.004 – 0.010 0.010 – 0.015 0.015 – 0.0236 0.0236 – 0.0340
World Bank 2016a, Electric power transmission and distribution losses (% of output) Available at (http://data.worldbank.org/indicator/EG.ELC.LOSS.ZS). World Bank 2016b, Renewable electricity output (% of total electricity output). Available at (http://data.worldbank.org/indicator/EG.ELC.RNEW.ZS/countries). ZF 2013, ZF axle systems for city buses and coaches. Available at (http://www.zf.com/corporate/en_de/products/product_range/buses/buses_axles_ave130. shtml#tabs1-1) APPENDIX: Bus energy calculation Definitions A bus frontal area (m2) EFFC full fuel cycle energy (MJ/km) aa average acceleration (m/s2) η engine and power train efficiency Aa, Ba Constants used in acceleration function ηwt well to tank energy conversion efficiency Ca acceleration multiplier- sets deceleration rate N number of stops/km Cal accessory power load fraction Pmax max engine power (W) Cd drag coefficient R Regeneration factor Ci transmission mass multiplier ts time whilst stopped (sec) Cr rolling resistance ta time spent accelerating and decelerating (sec) da distance travelled during acceleration (m) tc time spent on cruise (sec) dc distance travelled during cruise (m) td deceleration time (sec) dd distance travelled during deceleration (m) Vc maximum speed of cycle- cruise speed (m/s) Ea energy intensity of acceleration (J/km) Vave average cycle speed including stop time (km/h) Eal Accessory load (J/km) ts time whilst stopped (sec) Ec energy intensity of cruise (J/km) ta time accelerating and decelerating (sec) EF fuel energy intensity (MJ/km) tc time spent on cruise (sec) Drive cycle As shown in Figure A, assume that the bus drive cycle is made up of a series of accelerations and decelerations followed by a stop, and a period of cruise. Figure A: Bus drive cycle with three acceleration and deceleration events with stops, and a period of cruise.
Figure 7: Trip destinations Troopies Traybacks Trucks More than 500 Figure 8: All journeys - all vehicles (single journeys hidden) Note: the apparently smaller number of trips internal to Alice Springs in comparison to Tennant Creek is due to the co-incidence of multiple suburban locations. Figure 9: Plenty Highway – typical unsealed highway 4.3.3. Bookings vs use of vehicles A comparison of bookings with the actual use of vehicles identified: vehicles which are booked and used on the day of booking vehicles which are booked, but not used on the booked day vehicles which are used without being reserved in the VBS. Ideally, all use of a vehicle fall into the first category. However, there is a significant number of days when a vehicle was booked but not used or used without having been booked. Figure 10 shows the extent of each category overall, then separately by vehicle type, CLC Unit, location and restricted status. Figure 10: Bookings and vehicles used – weekdays Both these situations present different management problems. The non-use of booked vehicles precludes their use by others, with the potential for over-sizing of the fleet due to perceived difficulties in securing vehicles, indicated by the area above the 100% line on Figure 10. The use of vehicles without being booked has implications for fleet management and maintenance, and for staff safety as the practice can potentially bypass vehicle and equipment safety checking. Thirty per cent of Troopie bookings fall into this class.
(in the sense that it is not a culture specific treaty but rather deals with a range of human rights and equality issues of people with disabilities, including culture) milestone was the negotiation of the CRPD in 2006, which was discussed above. No doubt as a result at least in part of the obligations undertaken in this Convention, further activity ensued in the copyright space. The European Commission established a stakeholder forum to examine issues of access by the blind to cultural works, and the World Blind Union (WBU) succeeded in placing the issue of a specific treaty containing exceptions and limitations for the blind on WIPO’s agenda, which eventually resulted in the Marrakesh Treaty in 2013. Full details of the views of people with disabilities of the brouhaha these negotiations are not clear. Yet it is clear is that there was fierce lobbying over large principles and over small words. Some of the issues that arose included whether the proposal should take the form of a Treaty or a recommendation; what types of disabilities should be included; what rights should be included; the class(es) of beneficiaries, the works to be included and the extent of rights in relation to those works, the extent of relaxations to be provided for developing countries, and, tellingly, the relationship to the Berne three step test. Finally, in July 2013 agreement was reached. Some note that because of the publicity surrounding the negotiations this was the only possible outcome because:‘members will feel pressure to do whatever it takes to conclude a treaty because whoever stands in the way of this effort for blind people “will be branded as a villain.” The World Blind Union has welcomed the final Treaty and sees it as a promising base for future action. The Treaty itself is more obviously embedded in the social of disability and in human rights rhetoric than any of the previous measures. This is evident from the preamble: The link between disability and human rights is emphasised: Recalling the principles of non-discrimination, equal opportunity, accessibility and full and effective participation and inclusion in society, proclaimed in the Universal Declaration of Human Rights and the United Nations Convention on the Rights of Persons with Disabilities The preamble also notes that the Treaty is rooted in the social model of disability:
Unit 5 The Komodo Dragon (Study Book) Reading Comprehension A. Choose the best answers. 1. d 2. a 3. d 4. b B. True or False. 1. F 2. F 3. T Vocabulary & Grammar A. Choose the correct words to fill in the blanks. 1. lizards 2. weight 3. saliva 4. laws 5. place 6. patience 7. affect 8. rely on B. Choose the correct words to complete the sentences. 1. as long as 3.13 meters 2. as much as about 166 kilograms 3. Even if 4. Even if Writing & Speaking Answer the questions and speak with your partner. 1. They can be as long as 3.13 meters and weigh as much as about 166 kilograms. They are the largest living lizards in the world. 2. They use camouflage and extreme patience. They will stay in one spot for hours and wait for anything tasty. 3. Since their vision and hearing are poor, they rely on their sense of smell. Like a snake, they use their forked tongues to test the air for nearby prey. They walk while moving their heads from left to right to sense the direction of their prey. 4. No. The prey is not safe because the saliva of Komodo dragons has bacteria that are deadly to the prey. 5. One reason is that they live in only one area of the world. Hunting is another reason. Despite strict laws, Komodo dragon hunting still takes place. Organize & Summary A. Fill out the organizer with the information you learned in the story. Topic The Komodo Dragon
Aberdeen Touch Rugby - RISK ASSESSMENT FORM (page 1 of 4) Activity Hazard- Associated Risk Control measures Severity Prob Risk Significance Level Action –Additional Measures Description or Effect 1-10 1-10 See notes To Reduce risk to ALARP Driving to and from the Travelling to a competition by bus In the car park Traffic accident/collision with pedestrians/cyclists Traffic accident Collisions when alighting or boarding a bus or exiting from a car The access to Woodside is narrow and dark and is a designated cycle route therefore drive slowly and be aware of other road users Drive slowly as the road is narrow and used by cars, pedestrians and cyclists. Turning may be a problem so advise the competition organiser in advance if travelling by bus. Be careful when alighting from a bus or existing a car. Watch out for other traffic. 10 10 8 2 2 2 20 20 16 Moderate Moderate Tolerable Leave plenty of time to get to the competition so that you do not need to hurry unduly. Reduce speed and car share where possible to reduce traffic. Be aware of other road users ALARP – As Low As Reasonably Practicable Jan 2014 Aberdeen Touch Rugby - RISK ASSESSMENT FORM (page 2 of 4) Activity Hazard- Associated Risk Control measures Severity Prob Risk Significance Level Action –Additional Measures Description or Effect 1-10 1-10 See notes To Reduce risk to ALARP
CONTACT INFORMATION Name (Last, First, MI) IU Southeast ID # Today’s Date IU Southeast E-Mail Address (we correspond through IU Southeast email only) Date of Age Street Address City ST Zip Preferred Phone Number Other Phone Number Gender □ Female □ Male Ethnicity/Race □ American Indian/Native American □ Black/African American □ Multi-racial □ I would rather not answer □ Asian/Pacific Islander □ Hispanic/Chicano/Latino □ White/Caucasian □ Other ACADEMICE STATUS CURRENT ENROLLMENT Must meet one of the following criteria to be considered for the Access to Success Program (Please check appropriate box) □ Freshman □ Junior □ Sophomore □ Senior □ Fulltime □ Part-time □ First Generation College Student □ Adult Student (age 25+) □ Twenty-First Century Scholar □ Minority Student
Summit Agenda Wednesday, March 1st 8:30-9:00: Welcoming Remarks and Pre- and Post- Conference Survey Alida Tallman, Project Advisory Committee Member Daniel Curtis, Project Advisory Committee Member 9:00-10:00: Texas on the Move: Emerging Issues and Advances in Accessible Transportation. TTI will discuss the changing characteristics of the Texas population and the need for accessible transportation options across all modes to travel. Panel members will address: 1) Changing Demographics in Texas 2) Prioritizing Accessibility Improvements at Transit Stops 3) Using New Technology to Assist in Transit Navigation 4) Transportation Network Companies (TNCs): Opportunities and Challenges 5) Automated Vehicles: What is the Future for Accessible Transportation? Zachary Elgart, Research Scientist, Texas A&M Transportation Institute Todd Hansen, Research Scientist, Texas A&M Transportation Institute Michael Walk, Associate Research Scientist, Texas A&M Transportation Institute 10:00-10:50: Austin Strategic Mobility Plan: A Glance at the Future Liane Miller, Project Coordinator, Austin Transportation Department 10:50-11:00: Break 11:00-11:50: The Importance of Data Driven Advocacy Mack Marsh, Executive Director, Parking Mobility 12:25-12:45: Developing a Transportation Plan that Accommodates Today’s Needs and Tomorrow’s Options Scheleen Walker, Long Range Planning Manager, Travis County 12:45-1:15: Developing a Regional Active Transportation Plan for a safe, well connected, and easy-to-use active transportation network of trails, sidewalks, bike lanes, and streets. Porter, Regional Planning Manager, Capital Area Metropolitan Planning Organization 1:15-1:30: Break
Determination of Approved Training Schemes Education and Training Reform Act 2006 AHC Agriculture, Horticulture and Conservation and Land Management Training Package Release 2.0 The Victorian Registration and Qualifications Authority (the VRQA) determines that the following are the approved training schemes for the vocations listed in the table below. Column 1 Column 2 Column 3 Column 4 Column 5 Column 6 Training scheme Maximum duration (months) Minimum hours per week for employment and training Probationary period (days) Selected provisions of the ACT apply State training wage category Code Title FT PT SBAT Other FT PT Note 4 Note 5 Note 1 Note 1 Note 2 Note 3 AHC20116 Certificate II in Agriculture 12 24 13 13 30 60 T C AHC20316 Certificate II in Production Horticulture 12 24 13 13 30 60 T C AHC20416 Certificate II in Horticulture 12 24 13 13 30 60 T C AHC20616 Certificate II in and Gardens 12 24 13 13 30 60 T C AHC20916 Certificate II in Sports Turf Management 12 24 13 13 30 60 T C AHC21016 Certificate II in Conservation and Land Management 12 24 13 13 30 60 T C AHC21316 Certificate II in Shearing 12 24 13 13 30 60 T C AHC21416 Certificate II in Wool Handling 12 24 13 13 30 60 T C AHC21616 Certificate II in Landscaping 12 24 13 13 30 60 T C AHC30116 Certificate III in Agriculture 24 48 13 13 60 90 T C
CPC31311 Certificate III in Wall and Floor Tiling 48 72 13 13 91 91 A N/A CPC31912 Certificate III in Joinery 48 72 13 13 91 91 A N/A CPC32011 Certificate III in Carpentry and Joinery 48 72 13 13 91 91 A N/A CPC32313 Certificate III in Stonemasonry (Monumental/Installation) 48 72 13 13 91 91 A N/A CPC32413 Certificate III in Plumbing 48 72 13 13 91 91 A N/A CPC32813 Certificate III in Fire Protection 48 72 13 13 91 91 A N/A CPC40110 (DELTA B1364) Certificate IV in Building and Construction (Building) 24 48 N/A 13 30 91 T N/A CPC40208 Certificate IV in Building and Construction (Contract Administration) 24 48 N/A 13 30 91 T N/A CPC40308 Certificate IV in Building and Construction (Estimating) 24 48 N/A 13 30 91 T N/A CPC40408 Certificate IV in Building and Construction (Sales) 24 48 N/A 13 30 91 T N/A CPC40508 Certificate IV in Building and Construction (Site Management) 24 48 N/A 13 30 91 T N/A CPC40808 Certificate IV in Swimming Pool and Spa Building 24 48 N/A 13 30 91 T N/A CPC50210 Diploma of Building and Construction (Building) 36 72 N/A 13 91 91 T N/A CPC50308 Diploma of Building and Construction (Management) 36 72 N/A 13 91 91 T N/A Note 1 These maximum durations assume that the apprentice has not gained a lower level qualification prior to entering the training contract. For example: If a full time apprentice entered a Certificate IV after gaining a Certificate III, then the duration of the training contract would be substantially shorter than the maximum listed above. The time for the negotiated band of selected units would be incorporated in the training contract signed by the apprentice, employer and Registered Training Organisation (RTO).
Opening Date: 1 2018 Closing Date: 28 2018, 5PM Personal details Name Gender Male Female Address Date of Birth Age: What community do you identify yourself with (eg. Kaurna, Ngarrindjeri etc.) (home) Phone (Work) Mobile Email Are you a resident of the City of Port Adelaide Enfield Yes No Name of education institution you intend attending in 2018 2018 Course Name 2018 Course Level Are you enrolled as a full-time student? If No please attach a statement detailing the reasons you are unable to undertake full-time studies. Yes No Have you previously received any awards or scholarships? If yes please list. Yes No What hobbies/interests do you have
RII Resources and Infrastructure Industry Training Package Release 2.0 The Victorian Registration and Qualifications Authority determines that the following are the approved training schemes for the vocations listed in the table below. COLUMN 1 COLUMN 2 COLUMN 3 COLUMN 4 COLUMN 5 COLUMN 6 Training scheme Maximum duration (months) Minimum hours per week for employment and training Probationary period (days) Selected provisions of the ACT apply State training wage category Code FT PT SBAT Other FT PT Note 1 Note 1 Note 2 Note 3 Note 4 Note 5 RII20215 Certificate II in Surface Extraction Operations 12 24 13 13 30 60 T A RII20715 Certificate II in Civil Construction 12 24 13 13 30 60 T A RII20915 Certificate II in Drilling Operations 12 24 13 13 30 60 T A RII21315 Certificate II in Cross Industry Operations 12 24 13 13 30 60 T A RII30115 Certificate III in Surface Extraction Operations 24 48 13 13 60 90 T A RII30315 Certificate III in Underground Metalliferous Mining 24 48 13 13 60 90 T A RII30415 Certificate III in Resource Processing 24 48 13 13 60 90 T A RII30715 Certificate III in Mine Emergency Response and Rescue 18 36 13 13 60 90 T A RII30815 Certificate III in Civil Construction Plant Operations 36 72 13 13 90 90 T A RII30915 Certificate III in Construction - Bituminous Surfacing 36 72 13 13 90 90 T A RII30915 Certificate III in Civil Construction - Bridge Construction and Maintenance 36 72 13 13 90 90 T A RII30915 Certificate III in Civil Construction - Pipe Laying 36 72 13 13 90 90 T A RII30915 Certificate III in Construction - Road Construction and Maintenance 36 72 13 13 90 90 T A RII30915 Certificate III in Civil Construction - Road Marking 36 72 13 13 90 90 T A
LESSON PLAN & PROCEDURES Lesson Elements Time for students to work on final project. What are the students doing? What is other adult doing? Check for Materials Lesson (connect & build background knowledge) Open class with a reminder of when the final project is due and what the requirements are. Ask students if they have questions about the project. Tell students they will have the period to work on their projects. (Ideal if class could get access to computer lab for this period). 5 Listening/ asking questions NA Asking/ answering questions A Thousand Splendid Suns, writing utensils, paper, computer (ideally) Lesson Body Work period of class Final project work NA Monitoring student progress See above Direct Instruction Work period of class Final project work Monitoring student progress See above Guided Practice Go around classroom while students work, checking in on everyone’s progress. Ask questions about what ideas they have, what they have done so far, what they need help with, etc. of class Final project work, discussion with teacher about progress NA questions, going over progress individually See above Practice Work period of class Final project work NA Monitoring student progress See above Extended Practice Students should continue to work on final project at home, especially if they are behind. Final project work NA NA See above
I will pass out one “House Rules” sheet for each group. Give them time to discuss and brainstorm with each about what would make Rasheed’s home more bearable to Mariam. What is he doing wrong? What can Mariam do? They need to come up with 8-10 rules for an ideal household structure (functional home) They do this for 20 minutes And the remaining 10 minutes, the students will share one rule that they think is most important and why? It must be in regards to Mariam’s living condition. dividing roles: presenter, scribe, facilitator, etc. jumping or yelling at his peers. relation to what Mariam is going through under Rasheed’s home. the end of the lesson plan) Guided Practice During this activity I will be walking around to make sure that everybody is participating and to see how creative they get in improving Mariam’s condition or even just understanding that it’s not about the physical structure of the home but the emotional dynamics that play a big role in creating a home. Independent Practice N/A Extended Practice N/A Lesson Closing Previewing tomorrow’s activity so they know what to anticipate. “Tomorrow we will be exploring the relationship between Mariam and Laila as they come to terms with each other. There’s an argument scene that I want you guys to read into and figure out the underlying reason for that fight.” 30 seconds LEVELS OF STUDENT OUTCOMES Remember the model of instruction, the instructional setting and the students’ needs, goals and objectives. All Should be able to reflect on Mariam’s role in the house and her relationship with Rasheed in the house/shelter through the quick write activity and by creating House Rules together, get a better understanding of what Mariam needs in order to feel safe in her house.
612 Adjacent rooms of different grades should have a pressure differential of 10 – 15 Pa According to 1 these are guidance values. Suggestion to add’(guidance values)’ in the text, similar to Annex 1 614 Negative pressure when infectious materials are used. Would this then apply to materials that are known to be (routinely) infected? For exceptional infections it’s not practicable to invert the pressure cascades. 765 For autologous products, each unit should be considered a distinct batch. If autologous products are used after reconstitution as described in section 16 of this document, then why couldn’t a batch consist of several (frozen) units? 798 A copy of the manufacturing order.. Please define manufacturing order 887 This Section develops… This section describes…? 892 899 901 identification code (x3) Error: should be ‘donation identification code’ (x3)
1357 A reduced frequency in of infrequent production may be justified. Thus, if the interval between the production of two batches is more than six months the process simulation test can be done just before the manufacturing of the second batch (three consecutive runs should be performed) If three consecutive process simulations need to be performed before every batch, then this would result in more process simulations and therefore does not make sense (i.e. 1 batch per year would results in 3 process simulations, whereas in normal frequency, only 2 process simulations would need to be performed per year, i.e. 1/6 months (excluding the initial validation). Propose to either remove this sentence or provide more explanation 1461 … in case of very small production Please define ‘very small production’; Is this lots/year, units/lot or otherwise defined?
that what’s happening between Mariam and Laila?” “Communication and connections is a way out..?” “Having something or someone to look forward to a way of obtaining hope?” “Think of what rights these women can’t exercise.” Lesson Body Teacher hands back their previous paper each stapled with a “Praise, Question, Suggestion” sheet and passes it around the class. Each student should have someone else’s paper. They will go around writing down comments on the columns and will give advice on how to improve each other’s writings. What was clear and what was not clear? 30 minutes Writing on the Praise, Question, Suggestion paper and passing it down as they finish. So others can’t comment on them also. Co-teacher makes sure Micah is not throwing a fit or is destructive to his neighbor, and Lizzie will be accommodated by the teacher. They will read the paper together, and make notes on it. She might just need more time but it is doable. Papers and pens and notebook paper. Direct Instruction receiving their own papers back, they will look over the comments and write down on a separate sheet of paper goals for revising the paper. Tell them to incorporate discussion and thoughts from their quick writes and add it to their paper and make it cohesive. I’m looking for well-flowing papers with focus on the theme of home/shelter/three cups of tea making a family. And explain the hows and whys. Think about Mariam and Laila finding the courage to escape Rasheed. How did they find this courage? What home did they find it in? Co-teacher will ask Lizzie to be a little more detailed on the captions. But she can leave everything else on there. She is just adding to them unless she really wants to revise and change it up. Guided Practice N/A Independent Practice N/A
TLI Transport and Logistics Training Package Release 1.0 & 2.0 The Victorian Registration and Qualifications Authority (the VRQA) determines that the following are the approved training schemes for the vocations listed in the table below. COLUMN 1 COLUMN 2 COLUMN 3 COLUMN 4 COLUMN 5 COLUMN 6 Training scheme Maximum duration (months) Minimum hours per week for employment and training Probationary period (days) Selected of the ACT apply State training wage category Code Title FT PT SBAT Other FT PT Note 1 Note 1 Note 2 Note 3 Note 4 Note 5 TLI21216 Certificate II in Driving Operations 12 24 13 13 30 60 T B TLI21315 Certificate II in Rail Infrastructure 12 24 13 13 30 60 T B TLI21616 Certificate II in Warehousing Operations 18 36 13 13 60 90 T B TLI21716 Certificate II in Road Transport Yard Operations (Freight Handler) 18 36 13 13 60 90 T B TLI21815 Certificate II in Logistics 12 24 13 13 30 60 T B TLI31216 Certificate III in Driving Operations 24 48 13 13 60 90 T A TLI31316 Certificate III in International Freight Forwarding (Operator) 24 48 13 13 60 90 T A TLI31415 Certificate III in Rail Driving 24 48 13 13 60 90 T A TLI31616 Certificate III in Warehousing Operations 24 48 13 13 60 90 T A TLI31716 Certificate III in Mobile Crane Operations 24 48 13 13 60 90 T A TLI32416 Certificate III in Logistics 24 48 13 13 60 90 T A TLI32515 Certificate III in Rail Infrastructure 24 48 13 13 60 90 T A TLI32815 Certificate III in Rail Yard Coordination 24 48 13 13 60 90 T A TLI33115 Certificate III in Rail Customer Service 24 48 13 13 60 90 T A TLI33316 Certificate III in Furniture Removal 24 48 13 13 60 90 T A TLI33516 Certificate III in Stevedoring 24 48 13 13 60 90 T A TLI40115 Certificate IV in Rail Safety Investigation 24 48 13 13 60 90 T N/A
Form Of Payment (FOP) – To activate this modifier you must first put a tick in the box, then you can choose a form or payment from the drop down menu. Host Example: TMU1FS Host Example: TMU1CK The following form of payments allow additional information to be added if required. Host Example: TMU1FINVTEST Host Example: TMU1FNONREFTEST Host Example: TMU1FVIXXXXXXXXXXXX3333*D1012 Host Example: TMU1FMSTEST Client Code – To activate this modifier you must first put a tick in the box, then you can add client code into the text box. Host Example: TMU1CD-123 Net – To activate this modifier you must first put a tick in the box. Host Example: TMU1NR Tour Code – To activate this modifier you must first put a tick in the box, then you can change/amend the tour code if required. Host Example: TMU1TCVAC Net Fare – To activate this modifier you must first put a tick in the box, then you can change/amend the net fare value if required. Host Example: TMU1NFAUD756.00
Then click on EVENTS which brings up the message “Join us in Annapolis September 18-21, 2014 for our 50th Reunion”. Then click on “here” to initiate registration. You are now into the "1964 Reunion Registration" page of the website Step 1 Step 1 of the "1964 Reunion Registration" page includes the following information Reunion Schedule of Events Reunion Cost Summary Events / Activities Details Description of Special Access Needs and Diet/Allergy Restrictions Lodging Football Tickets Read and understand the information in each of these sections within step 1 as you scroll down to the bottom of step 1. Don't make any selections while you are in step 1. This is information only. After you scroll to the bottom of the page and are ready to make your selections, click the small "Next" arrow at the bottom of the page. Step 2 You are now in step 2 of the "1964 Reunion Registration" where you actually register for the reunion Enter the number of people attending the reunion in the "Qty" box to the right of "Class of 1964 Reunion Registration". Do not enter anything in the "Existing" box. Select the box to the left of each event that you will be attending (do not select boxes for events that no one in your party is attending) Enter the number of attendees for each selected event in the "Qty" box for that event. Check the "Accessibility" or "Diet Restrictions" boxes only if these apply to you or someone in your party. If these boxes are checked, a member of the Reunion Committee will contact you to discuss your needs. Name Tags: Enter the First Name and then the Last Name for each person exactly as you want it to appear on the name tag. Separate each person's name from the following name with a comma List the names of persons registered for the reunion before listing those attending only the tailgate. Permanent name tags with the "64" class crest will be provided only to those registered to attend the reunion. i.e. - If two persons are registered for the reunion in the above section in the row "Class of 1964 Reunion Registration", permanent name tags will be made for only the first two names
11. It is recommended that QPS provide training to police in relation to JP courts, which should include information concerning the JP Courts’ role; the potential scope of matters that can be referred to JP Courts; sentencing options available to the JP Court; and the availability of 1800 ATSILS number for advice. DJAG will engage with QPS to support training for police in relation to JP Courts. 12. It is recommended that DJAG develop an information sheet advising defendants of their legal rights, including their right to seek legal advice; the consequences of non-attendance at JP Court; and about the outcomes of any decision in the JP Court. Supported It is important to note that DJAG does not have any role in advising defendants of their legal rights. This is solely the responsibility of legal representatives. DJAG, in partnership with ATSILS has initiated the development of an information sheet for defendants who are to appear before the . This information sheet will detail the role of ATSILS, encouraging defendants to seek legal advice through ATSILS, and providing the ATSILS contact details, including their toll free number which is operational 24 hours a day / 7 days a week. This document will be provided by QPS officers in the communities where JP Magistrates Courts are convened, and a Notice to Appear is given to an offender. 13. It is recommended that DJAG support the use of by-laws in those communities which have introduced law and order by-laws. Partially supported The Queensland Government does not support the operation of law and order local laws (referred to in the evaluation as by-laws) where they conflict with state laws. Criminal offences in particular are best dealt with under the Criminal Code. However, there may be some exceptions and the Department of Local Government and Planning will consult with Indigenous Local Governments, as appropriate, to assist in the
Identification of client language service needs in the agency Ethnicity data collection mechanisms, including country of birth, first language spoken, English proficiency/need for an interpreter and language for which an interpreter is required is part of agency market research and client profile descriptors. Cross-linking with other agencies/sections on data is encouraged for a standard approach. Requests for interpreters and languages are recorded. Agency is aware of appropriate mode of interpreting for its client base (on-site only, telephone only, on-site and telephone, personal computer or site-based video conference). Agency has installed conference or dual handset telephones in public contact areas and interview rooms. Agency has researched information needs of its non-English speaking clients. Procedure is in place to flag a client’s interpreter needs through agency services (e.g. by noting a client’s file and records). Procedure is in place to obtain and record feedback from clients on levels of satisfaction in terms of both access to, and quality of, service delivery through the increased use of interpreters. Working with interpreters There must be flexibility in policies to cater for the language service needs of regional and remote area populations. Policy and planning and public contact staff are aware of and understand the desirability of working with professional interpreters for effective communication, and have been trained to do so. Staff members know when to engage professional interpreters. Procedures are available for staff to obtain interpreters in planned and unplanned (emergency) situations. Staff know how to respond to and distribute the Queensland Interpreter Card. Budgeting arrangements have been made for the payment of interpreters by the agency. Policies guide staff not to use friends and relatives as interpreters. Staff are aware that a refusal to provide an interpreter could be potentially discriminatory and understand the importance of professional interpreters in obtaining informed consent in legal, police, health and other government agency contexts. Multilingual information planning and management
Solids Management Plan All Dischargers shall submit a facility-specific Solids Management Plan with the NOI Package. The solids management plan shall address all solids generated by the facility, including wine-making byproducts and pond dredging solids if the facility uses ponds for storage or treatment. If accumulated sludge is proposed to be used as an agronomic addition to fields, the solids management plan shall contain, at a minimum, the following information: Description of the sludge to be removed from the pond, including the volume and percent solids of the sludge. Description of chemical and physical characteristics of the sludge, including results from a one-time sampling resulting in analytical tests of representative composite samples of the solids. The analysis shall include total nitrogen, arsenic, copper, lead, and nickel. If the winery is new, the results of the analysis may be submitted following the first crush season. A statement verifying that neither hazardous waste nor domestic waste has been, is being, or will be discharged to the ponds. A description of the proposed land application area and application methods. The description include the following: Site plan drawing that is a scaled or a dimensioned plan view drawing of the area that includes land topography, property boundaries, application area boundaries, water bodies, water supply wells, and other relevant site features; Net acreage of the winery waste solids application area; Crops to be grown thereupon if applicable; Calculations showing that the winery waste solids will be applied at agronomic rates based on nutrient uptake of the crop, Methods of application, and Time schedule of proposed activities.