International Course Guide 2019
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Return of Organization Exempt from Income
l efile GRAPHIC p rint - DO NOT PROCESS As Filed Data - DLN: 93490321002056 Return of Organization Exempt From Income Tax OMB No 1545-0047 Form 990 Under section 501 (c), 527, or 4947( a)(1) of the Internal Revenue Code ( except black lung benefit trust or private foundation) 2 00 5_ Department of the Open -The organization may have to use a copy of this return to satisfy state reporting requirements Treasury Inspection Internal Revenue Service A For the 2005 calendar year, or tax year beginning 01 -01-2005 and ending 12 -31-2005 C Name of organization D Employer identification number B Check if applicable Please United States Tennis Association Inc 13-5459420 1 Address change use IRS l a b el or Number and street (or P 0 box if mail is not delivered to street address) Room/suite F Name change print or type. See 70 West Red Oak Lane 1 Initial return Specific E Telep hone number Instruc - City or town, state or country, and ZIP + 4 (914) 696-7100 F_ Final return tions . White Plains, NY 10604 (- Amended return F_ Application pending fl Other ( specify) * Section 501(c)(3) organizations and 4947(a)(1) nonexempt charitable H and I are not applicable to section 527 organizations trusts must attach a completed Schedule A (Form 990 or 990-EZ). H(a) Is this a group return for affiliates? F Yes F No H(b) If "Yes" enter number of affiliates 0- G Web site: - www usta com H(c) Are all affiliates included? F Yes F No 3 Organization type (check only one) 1- F 501(c) (6) -4 (insert no ) (- 4947(a)(1) or F_ 527 (If "No," attach a list See instructions ) H(d) Is this a separate return filed by an organization K Check here - 1 if the organization's gross receipts are normally not more than $25,000 The covered by a group ruling? (- Yes F No organization need not file a return with the IRS, but if the organization received a Form 990 Package in the mail, it should file a return without financial data Some states require a complete return. -
International Course Guide 2022
International Course Guide 2022 01 Federation University Australia acknowledges Wimmera Wotjobaluk, Jaadwa, Jadawadjali, Wergaia, Jupagulk the Traditional Custodians of the lands and waters where our campuses, centres and field Ballarat Wadawurrung stations are located and we pay our respects to Elders past and present. We extend this Berwick Boon Wurrung and Wurundjeri respect to all Aboriginal and Torres Strait Islander and First Nations Peoples. Gippsland Gunai Kurnai The Aboriginal Traditional Custodians of the Nanya Station Mutthi Mutthi and Barkindji lands and waters where our campuses, centres and field stations are located include: Brisbane Turrbal and Jagera At Federation University, we’re driven to make a real difference. To the lives of every student who Federation University 01 Education and Early Childhood 36 walks through our doors, and to the communities Reasons to choose Federation University 03 Engineering 42 Find out where you belong 05 Health 48 we help build and are proud to be part of. Regional and city living 06 Humanities, Social Sciences, Criminology We are one of Australia’s oldest universities, known today and Social Work 52 Our campuses and locations 08 for our modern approach to teaching and learning. For 150 years Information Technology 56 we have been reaching out to new communities, steadily building Industry connections 12 Performing Arts, Visual Arts and Design 60 a generation of independent thinkers united in the knowledge Student accommodation 14 that they are greater together. Psychology 62 Our support services and programs 16 Science 64 Be part of our diverse community International Student Support 18 Sport, Health, Physical and Outdoor Education 66 Today, we are proud to have more than 21,000 Australian Experience uni life 19 and international students and 114,000 alumni across Australia Higher Degrees by Research 68 Study abroad and exchange 20 and the world. -
158415242.Pdf
Information Technology Governance and Local Public Financial Management Reform: The Case of Bangalore, India by Mitchell J. Cook MASSACHUSETTS INSTITUTE OF TECHNOLOGY B.A. Spanish Southern Nazarene University (2004) FEB 15 2018 M.A. International Affairs LIBRARIES The New School (2009) ARCHIVES Submitted to the Department of Urban Studies and Planning in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Urban and Regional Planning at the MASSACHUSETTS INSTITUTE OF TECHNOLOGY February 2018 2018 Mitchell J. Cook. All Rights Reserved The author here by grants to MIT the permission to reproduce and to distribute publicly paper and electronic copies of the thesis document in whole or in part in any medium now known or hereafter created. Signature redacted Author Mitchell Cook Department of Urban Studies and Planning January 8, 2018 Signature redacted Certified by Professor Bishwapriya Sanyal Department of Urban Studies and Planning Dissertation Supervisor Signature redacted Accepted by__ Professor Lawrence Vale Chair, Ph.D. Committee Department of Urban Studies and Planning I Information Technology Governance and Local Public Financial Management Reform: The Case of Bangalore, India by Mitchell J. Cook Submitted to the Department of Urban Studies and Planning on January 8, 2018 in partial fulfillment for the Degree of Doctor of Philosophy in Urban and Regional Planning ABSTRACT Decentralization policy in India has coalesced in recent years around interrelated concerns over the transparency of local government financial management and reporting systems and the capacity of urban local bodies to implement modern performance budgeting and accrual accounting structures. This dissertation examines the relationship between these policy concerns in the case of Bangalore and looks deeply into the role of information technology providers in advocating for greater local government financial transparency and accountability through financial management information system projects. -
Higher Education in Regional and Rural Victoria: Distribution, Provision and Access
Melbourne Graduate School of Education HIGHER EDUCATION IN REGIONAL AND RURAL VICTORIA: DISTRIBUTION, PROVISION AND ACCESS Jenny Chesters, Hernan Cuervo and Katherine Romei AUTHORS Dr Jenny Chesters A/ Prof. Hernan Cuervo Ms Katherine Romei The University of Melbourne ISBN: 978 0 7340 5590 3 Date: May 2020 Youth Research Centre Melbourne Graduate School of Education The University of Melbourne, Vic 3010 To cite this report: Chesters, J., Cuervo, H. and Romei, K. 2020 Higher Education in Regional and Rural Victoria: Distribution, Provision and Access. Youth Research Centre, University of Melbourne, Melbourne. All rights reserved. No part of this report may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or any information storage and retrieval system, without permission in writing from the Youth Research Centre The views expressed in this report are those of the authors and are not necessarily those of the Youth Research Centre, the Melbourne Graduate School of Education, or the University of Melbourne. ACKNOWLEDGEMENT This report was funded an MSGE 2019 Development Award granted to Dr Jenny Chesters. Photos: Jenny Chesters. 2 Youth Research Centre, Melbourne Graduate School of Education CONTENTS 1. Introduction 4 2. Literature review 6 3. Higher education in the regions 8 4. Availability of courses in regional Victoria 15 5. Conclusion 16 6. References 17 7. Appendices 19 Access to university 3 1. INTRODUCTION Research indicates that students living in regional, rural and Equality of opportunity is dependent upon the availability, remote areas may be disadvantaged on at least two levels: family accessibility and affordability of study options in one’s local socioeconomic status (SES) and geographic location. -
How Are Australian Higher Education Institutions Contributing to Change Through Innovative Teaching and Learning in Virtual Worlds?
How are Australian higher education institutions contributing to change through innovative teaching and learning in virtual worlds? Brent Gregory Sue Gregory Denise Wood University of New England University of New England University of South Australia Yvonne Masters Mathew Hillier Frederick Stokes-Thompson University of New England University of Queensland University of South Australia Anton Bogdanovych Des Butler Lyn Hay University of Western Sydney Queensland University of Charles Sturt University Technology Jay Jay Jegathesan Kim Flintoff Stefan Schutt University of Western Curtin University of Technology Victoria University Australia Dale Linegar Robyn Alderton Andrew Cram Victoria University TAFENSW Western Institute Macquarie University Ieva Stupans Lindy McKeown Orwin Grant Meredith University of New England University of New England University of Ballarat Debbie McCormick Francesca Collins Jenny Grenfell Monash University Monash University Deakin University Jason Zagami Allan Ellis Lisa Jacka Griffith University Southern Cross University Southern Cross University John Campbell Ian Larson Andrew Fluck University of Canberra Monash University University of Tasmania Angela Thomas Helen Farley Nona Muldoon University of Tasmania University of Southern Queensland Central Queensland University Proceedings ascilite 2011 Hobart: Full Paper 475 Ali Abbas Suku Sinnappan Katrina Neville The University of Sydney Swinburne University of RMIT Technology Ian Burnett Ashley Aitken Simeon Simoff RMIT Curtin University of Technology University -
AVCC Members' Universities
australian universities g u i d e Published by the Saudi Arabian Cultural Mission Canberra - 2008 ABSTRACT The purpose of this publication is to inform the esteemed Ministry of Higher Education on the wide array of universities in Australia. While Australia is a new arena for Saudi students, it is also an exciting one as the potential for academic relationships are established and Australia is given exposure to Saudi culture and its expanding academic research in the Kingdom. This publication lists a map of Australia and the geographical spread of Saudi students. In addition, this is followed up by a table of the universities with most Saudi students in descending order. The format layout of the universities is designed to give a page-by-page brief yet detailed summary of the strengths of the universities in question and how the universities describe and project themselves. On the left is a column of the current university's vice-chancellor, chancellor, director of public relations, contact details, website and campus locations. It is the purpose of this publication to include all 38 universities in order to provide a comprehensive overview of the higher education sector in Australia. This certainly will help guide the Saudi Ministry of Higher Education and respective Saudi Universities in making decisions for the benefit of Saudi Arabia's higher education and its citizens studying abroad in Australia. The Cultural Affairs Department of the Saudi Arabian Cultural Mission wishes to thank the Australian Vice-Chancellors’ Committee, Universities Australia and all universities for their assistance and material in making this publication possible. -
University of Ballarat International
MELBOURNE CAMPUS STUDENT HANDBOOK 2016 TEQSA Provider Number 12138 CRICOS Provider Number 01545C Please be advised that information provided to MIT by you may be made available to Commonwealth and State agencies and the Tuition Protection Service (TPS), pursuant to obligations under ESOS Act 2000 and the National code. MIT is required under section 19 of the ESOS Act 2000 to inform the Department of Education of changes to your enrolment and any breach of a student visa condition relating to attendance or satisfactory academic performance. Copyright Notice This manual was developed by Melbourne Institute of Technology Pty Ltd (MIT) and will be updated from time to time by the institute therefore MIT owns the copyright. MIT strictly prohibits copying, reproducing or using the manual for anything other than its intended purposes as mentioned in the company policies. Melbourne Institute of Technology Student Handbook, Last Updated: 22.03.2016 HEP Provider No 5359. MIT CRICOS code: 01545C & 03245K, TEQSA No. 12138 TABLE OF CONTENTS WELCOME TO MIT - MELBOURNE INSTITUTE OF TECHNOLOGY .............................................................1 SECTION - A ........................................................................................................................................2 MIT PROGRAMS .........................................................................................................................2 FAST TRACK - TRIMESTER SYSTEM ........................................................................................2 -
St Patrick's College Ballarat
ST PATRICK’S COLLEGE BALLARAT Vol. 12 Ed.1 April 2013 the Shamrock Top shot! the Shamrock Year 8 student Declan Hanrahan competed in the breast stroke event in the BAS Swimming Championships at the Eureka Pool on March 6. Credits Editor: Mr Paul Nolan Thanks to: Dr Peter Casey, Mr Chris St Patrick’s College Caldow, Mr Stephen Hill, Mr Rick Locked Bag 31 Blanchfield, Mr Chris Gleeson, Ballarat Victoria 3350 Mr Michael Busscher, Ms Tamara 1431 Sturt Street Westwood, Mr Brendon Gilbert, Ballarat Victoria 3350 Mr Gerry Willis. Telephone +61 3 5331 1688 Front Cover: Facsimile +61 3 5331 8150 College vice-captains Nicholas McMaster, left, and Luke Wilson, right, CRICOS Provider No. 00620E flank Christian Brothers Province Leader Br Vince Duggan and College Web www.stpats.vic.edu.au Captain Peter Oakley at the unveiling Email [email protected] of a plaque to commemorate 120 years of service by the Christian Twitter @spcballarat Brothers to the St Patrick’s College OCA enquiries [email protected] community. Facebook www.facebook.com/spcoca Page 2 April 2013 the Shamrock Pages 4-7 Academic Assembly, list of 2012 Duces Page 8 Student leaders for 2013 Page 9 Staff changes for 2013 Page 10-11 Farewell Br Breach Page 12 Year 7 camps Page 13 Year 9 camps Welcome to Page 14 Year 10 and Year 12 the first edition retreats Page 15 Performing Arts of the Shamrock Pages 16-17 Chris Nolan Awards for 2013 Pages 18-19 Farewell to We hope you like our new, fresher look and Christian Brothers/ design as we continue to provide you with all the St Patrick’s Day up-to-date news and views from around our Pages 20 College. -
Changing Names and Cultural Values in Australia
Signs of the Times: Changing Names and Cultural Values in Australia Laura KOSTANSKI ‘Someone was telling me that they kept on using chainsaws to chop down the signs in the Northern Grampians and the bloke in the forestry division [of the state government department] said that they fixed them by putting a steel bolt up the middle of the posts and the fellow ruined his chainsaw. So they got back on that one. That solved that problem’ – Barry, local resident reflecting on events following an Indigenous name restoration program in 1989/1990 It’s good to have recognition of the traditional owners and this acknowledgement assists with reconciliation within our contemporary community. I feel a sense of pride every time I drive past them.’ – Annie Young, Co-Chair of City of Ballarat’s Unfinished Busi- ness Advisory Committee, discussing new ‘welcome to country’ signs erected at the entrances to Ballarat in 2009. 1. Introduction It is widely recognised that ‘naming is claiming’ (Day 2005, Birch 1996, Carter 1987). Similarly, I assert that to sign is to reinforce the party line. For, if a painted picture can say 1000 words, then so too the constructed and written toponym invites discussion about its land- scape. As testified by Barry and Annie above, far from being abstract representations of the landscape, toponyms summon emotional and physical responses from people and their communities- with reactions ranging from community pride to fury (occasionally unleashed with the assistance of chainsaws and only ‘remedied’ or counteracted by steel bolts). Toponyms play multiple roles in the cerebral world: they represent histories; connect communities; identify cultural heritage; locate areas; Onoma 46 (2011), 251-274. -
Nimhans-Annual-Report-2018
NIMHANS Institute of National Importance An enduring vision, an indomitable spirit and an industrious multi-disciplinary team, these possibly best exemplify the character of the National Institute of Mental Health and Neuro Sciences or NIMHANS. Spread over an area of nearly 135 acres, NIMHANS is a unique institution that combines mental health and neurosciences under one roof. Such a unique approach has made NIMHANS a premier institute not just in the country but also in the world and its three pillars include service delivery, training and research. Although intended to be a tertiary care referral centre for mental, neurological and neurosurgical disorders, the reputation of its quality care attracts people from all parts of India and from the region. There is always a balanced focus on both curative as well as promotive aspects of mental and neurological health. The therapeutic modalities blend the modern systems of medicine with traditional systems of care and management making it an undisputed leader in the area of mental health and neurosciences. The Institute houses Human Brain Tissue Repository (Brain Bank), the one and only in the country and Neuropathology Brain Museum, the first of its kind in Southeast Asia. NIMHANS is the leading post-graduate training centre in the country particularly in mental health and neurosciences. Occupying a pre-eminent position, it currently offers over 50 courses including MCh, DM, MD, post-doc fellowships, doctoral studies, MPhil, MSc, diplomas and recently undergraduate courses in select disciplines. In addition to the courses run by NIMHANS, thousands of trainees from all over the country come to NIMHANS each year for specialized training in basic sciences as well as in the clinical disciplines. -
WTA Tour Statistical Abstract 2007
WTA Tour Statistical Abstract 2007 Robert B. Waltz ©2007 by Robert B. Waltz Reproduction and/or distribution for profit prohibited Contents Introduction. .1 Player Results Characterized . 95 Fraction of Points Earned at Slams............................95 2007 In Review: The Top Players . .2 Ratio of Round to Quality Points ................................98 The Final Top Thirty .....................................................2 Strength of Schedule (based on tournament tier)......101 The Beginning Top Twenty-Five ...................................3 Strength of Schedule (based on actual strength) ......102 Summary of Changes, Beginning to End of 2007..........3 Average Round Reached ...........................................104 Top Players Analysed . .4 Quality of Wins..........................................................106 All the Players in the Top Ten in 2007: Quality of Losses.......................................................110 The Complete Top Ten Based on WTA Statistics......4 Success During the First and Second Half of the Year 113 Short Summary: The Top Eighty. .5 Surface Preferences . .117 Rankings Month By Month ............................................7 Player Surface Biases ...............................................118 Tournament Results . .8 Alternate Rankings . 120 Tournament Winners by Date (High-Tier Events) ........8 Basic Alternate Ranking Data...................................120 Tournament Winners by Type — High-Tier Events) .....9 2005 Rankings: Best 17 Rankings w/Quality Points.122 Winners -
LIC of INDIA.Qxd
NIACL AO E xam Previous Paper NIACL Administrative Officer Model Paper/ Previous Papers Reasoning Ability 1. How many such pairs of letters are there in the word TRANSFER each of which has as many letters between them in the word as in the English alphabet? 1) None 2) One 3) Two 4) Three 5) More than three 2. D is sister of F. M is brother of F. K is brother of D and son of T. R is wife of T. How is F related to T? 1) Son 2) Daughter 3) Son or daughter 4) Data inadequate 5) None of these 3. The positions of how many digits in the number 8359614 will remain unchanged after the digits are rearranged in descending order within the number? 1) None 2) One 3) Two 4) Three 5) More than three 4. In a certain code 'STAGE' is written as '4@59' and 'EARN' is written as 987'. How is 'NEST' written in that code? 1) 497@ 2) 794@ 3) @79 4) 79@ 5) None of these 5. In a certain code TRILOGY is written as HQSMXFN. How is CREDITS writ- ten in that code? 1) DQBERSH 2) FSDCTUJ 3) DQBETUJ 4) FSDCRSH 5) None of these Directions (6 - 10) : Study the following arrangement carefully and answer the questions given below: H 3 $ E K 5 @ M % I 8 2 T A F 6 W I N V ★ P4 Q δ R D Z 6. Four of the following five are alike in a certain way based on their positions in the above arrangement and so form a group.