The document discusses different ways to delineate and classify land in Victoria, Australia. It outlines several categories for distinguishing public land reserves, including national parks, state parks, wilderness parks, marine sanctuaries, state forests, and more. It provides brief descriptions and primary purposes for each type of land reserve.
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The presentation provides the overview of the Republic Acts 7568 and 11038 of 1992 and 2018, respectively. The latter is the amendment of the former in which 94 new areas (some are initial components) have been declared under the protected areas system.
This report was presented in ENS (Environmental Science) 275: Contemporary Issues in the Environment and Development, School of Environmental Science and Management, University of the Philippines.
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The presentation provides the overview of the Republic Acts 7568 and 11038 of 1992 and 2018, respectively. The latter is the amendment of the former in which 94 new areas (some are initial components) have been declared under the protected areas system.
This report was presented in ENS (Environmental Science) 275: Contemporary Issues in the Environment and Development, School of Environmental Science and Management, University of the Philippines.
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Australia's Protected Areas - Caring for CountryRichard Thackway
This presentation is overview of the history of Protected Area development in Australia commencing with an outline of how a national bioregionalization framework for both the terrestrial and marine environments was collaboratively conceived and established. Using this framework, the progress of Australia’s national reserve system (marine and terrestrial) is presented along with its practical, political and policy challenges. This journey, since the early 1990s has seen innovative additions to Australia’s protected area system through the development of Indigenous and private protected areas and with growing protection contributions being made by primary production landholders.
Detailed account of difference between Biosp[here Reserves and various MPAs were given; MPAs of India were listed with its key biodiversity resources...
Protected areas of the world & pakistanWaqar Majeed
Wild animals are the key pats of Nature and to sustain and manage them should be the basic priority of us. this seminar aid us in the explanation of all these.
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Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. Some of the ways that we can distinguish areas within
the natural environment are
•Watersheds and catchment areas such as Murray Darling
Basin, Goulburn Broken catchment and swan bay
•Landforms such as the Great Dividing Range & Bogong
High Plains
•Land Management units, such as State Parks, National
Parks & State Forests
•Public & Private Land
•Vegetation types and ecosystems
•Communication corridors created by transmission lines
3. The total area of Victoria is 22 760 000 hectares.
The majority of this land is privately owned by
individuals, families, companies etc.
The remainder is referred to as public or crown land
and is managed by various government authorities
Parks Victoria manages 4.1 million hectares of public
land or approx. 17% of Victoria
4. Victoria’s reserve system consists of:
•>45 National Parks
•3 Wilderness Parks
•30 State Parks
•11 Marine Sanctuaries
•13 Marine National Parks
•37 Metropolitan Parks
•63 other parks (Regional & Reservoir)
•2785 natural features, reserves and conservation reserves
•8400 registered Indigenous cultural heritage sites
•2500 historic places parks
NB: figures accurate as of 2009
There are also other types of reserves, such as State
Forests , which are managed by the Dept. of
Sustainability and Environment (DSE).
5. Public land reserves within Victoria
DESCRIPTION PURPOSE
National Park
Extensive area of land, nationally
•Protect & conserve native species,
landscapes and cultural values
significant because of specific flora,
fauna, archaeological, historic &/or
•Protection of catchments
geographic features
•Recreation & education
•Limited areas of development
6. Public land reserves within Victoria
DESCRIPTION PURPOSE
Wilderness Park
Large area relatively unaltered by the •Maintain undisturbed nature
European settlement of Australia and •Maintain & protect natural
free of extractive processes processes
•Opportunities for isolated, self-
reliant recreation
7. Public land reserves within Victoria
DESCRIPTION PURPOSE
State Park
Natural Environments, scenic •Protect & conserve native species,
landscapes and land types landscapes and cultural values
complementing those found in •Protection of catchments
National Parks and representing the •Recreation & education
major land types of Victoria •Limited areas of development
8. Public land reserves within Victoria
DESCRIPTION PURPOSE
•provision of timber and other forest
products on a sustainable-yield basis
•supply of water and protection of
catchments
State Forest •protection and conservation of
Native Forests and other vegetation native flora and fauna, landscape,
available for conservation, recreation and other natural values, and
and resource harvesting archaeological and historical values
•provide opportunities for public
recreation and education and other
public services
9. Public land reserves within Victoria
DESCRIPTION PURPOSE
Reference Area
Undisturbed areas containing •Protect natural ecosystems for
representations of major ecosystems scientific, reference
•Restricted use for non-manipulative
scientific investigations
10. Public land reserves within Victoria
DESCRIPTION PURPOSE
•recreation for large numbers of
people associated with enjoyment of
the natural surroundings
Regional Park •protection and conservation of
Land containing indigenous & non- native flora, fauna and natural
indigenous vegetation and accessible features compatible with the above
from urban routes and centers. •limited exploitation of natural
resources in specified areas and
where compatible with both the
above
11. Public land reserves within Victoria
DESCRIPTION PURPOSE
•protection and conservation of
native flora, fauna, natural features,
and sites of archaeological or
historical importance
•diverse recreation and education
Marine National Parks associated with the enjoyment and
Highly protected area with no fishing, understanding of natural
extractive or damaging activities environments compatible with the
allowed. protection of park values
•development of selected areas for
more intensive recreation
•controlled commercial utilization of
natural resources in marine parks
12. Public land reserves within Victoria
DESCRIPTION PURPOSE
•protection and maintenance of the
Natural features reserve identified landscape and/or other
An area of land containing important values
elements of the natural environment, •recreation and education where
landscape, and/or geological or appropriate and where compatible
geomorphological features that are of with the above
scenic or conservation significance •controlled lowintensity exploitation
of natural resources compatible with
both the above
13. Public land reserves within Victoria
DESCRIPTION PURPOSE
Nature conservation •protection of species or
communities of native
reserve •plants and animals
An area of land and/or water of •education, scientific study, and
particular A importance because of its limited informal
significant floral or faunal values or •recreation compatible with that
natural habitat protection
14. Public land reserves within Victoria
DESCRIPTION PURPOSE
Historic and Cultural
features reserve
protection and maintenance of identified historical - relics and artefacts
An area of land containing significant recreation and education associated with the understanding of the history of
relics and/or artefacts of historical or the region, compatible with the above _
limited exploitation of natural resources compatible with both the above
cultural importance
15. Public land reserves within Victoria
DESCRIPTION PURPOSE
•provision of opportunities for
students to compare and study the
Education areas nature and functioning of natural
An area of land containing a diversity ecosystems and to conduct field
of land types capable of providing for analysis and manipulative
a range of educational experiences experiments
and having safe access •maintain the integrity of the
ecosystems so far as is compatible
with the above
16. Public land reserves within Victoria
DESCRIPTION PURPOSE
•protection of the water supply and
the operation of the water supply
system
Water Production •restriction of access to protect
An area of land in the catchment of or water quality
adjacent to a water supply storage or •conservation of the natural
offtake environment,'landscape and
features of cultural significance
where compatible with the first
object