OpenLLM-France/wikimedia huggingface dataset:
# New Zealand Law/Criminal/Bail
## Statutory Provisions

* Bail Act 2000

## B v Police (No 2)

* Held
    1. On appeal of bail, accused must prove:
       - the decision was contrary to principle;
       - the judge took account of irrelevant matters; or
       - the judge was wrong.
    2. Therefore, new evidence best dealt with as new application.
    3. Court has to consider:
       - risk of offending while out on bail;
       - risk of absconding;
       - risk of interference with witnesses;
       - delay before trial;
       - need of access to legal counsel.

### G v Police

* Held
* Primary consideration – the safety of the public.
* Onus on applicant to show why bail should be considered.
* Only evidence admissible at trial should be considered.

## R v Fatu (unreported)

* Held
* No nexus between curfew and risk of interference with prosecution witness(es).
* Bail, therefore, amended and curfew replaced with geographical constraint.
* BORA right to freedom of movement at issue.
# New Zealand Law/Criminal
## Liability
### Mens Rea

see Mens Rea

### Secondaries and Complicity Liability

see Secondaries and Complicity Liability

### Accessories after the fact

see Accessories after the fact

### Attempt

see Attempt

### Threatening

see Threatening

### Conspiracy

see Conspiracy

## Offences against the Person
### Homicide

see Homicide

### Assault

see Assault

### Sexual Crimes

see Sex Crimes

## Theft and related offences
### Theft

see Theft

### Receiving

see Receiving

### Burglary

see Burglary

### Robbery

see Robbery

### Blackmail

see Blackmail

### Demanding with intent to steal

see Demanding

## Other
### Drugs

* Misuse of Drugs Act 1975

### Summary Offences

* Summary Offences Act 1981

### Traffic Offences

* Land Transport Act 1998

### Domestic Violence

* Domestic Violence Act 1995

### Harassment

* Harassment Act 1997
* R v D [2000] 2 NZLR 641

## Defences
### Mistake

see Mistake

### Self-Defence

see Self Defence

### Insanity

see Insanity

### Compulsion

see Compulsion

### Necessity

see Necessity

### Automatism

see Automatism

### Intoxication

see Intoxication

### Provocation

see Provocation

## Bill of Rights Act

see BORA

## Procedure

* Part XII Crimes Act 1961
* Summary Proceedings Act 1957 Parts II & IV

## Jurisdiction

* Part I, Summary Proceedings Act 1957
* Part IIA, District Courts Act 1947

## Appeals
#### Statutory Provisions

* Crimes Act 1961, Part XIII
* Summary Proceedings Act 1957 Part IV

#### Cases

* R v Ramage
* R v Radich
* R v Watson
* R v Clark
* R v Donaldson

## Bail

see Bail

## Capacity/Mental Health

* Intellectual Disability (Compulsory Care and Rehabilitation) Act 2003
* Criminal Procedure (Mentally Impaired Persons) Act 2003

## Sentencing

see Sentencing

## Evidence

see Evidence
# New Zealand Law/Criminal/Assault
## Offences
### Wounding with Intent

A person is guilty of the offence who: (a) with intent to cause gbh – maims, disfigures or causes gbh (b) with intent to injure – maims, disfigures or causes gbh.
maim: to cause a person to be unable to uses one of his members

### Injury with Intent

A person is guilty of the offence who: (a) with intent to cause gbh – injures anyone (b) with intent to injure – injures anyone

### Injury by Unlawful Act

Injuring where if death had occurred it would have been manslaughter.

### Aggravated Wounding/Injury

A person is guilty of the offence who with intent to:
    (a) commit a crime;
    (b) avoid arrest;
    (c) avoid detection; or
    (d) facilitate flight
    either:
       (i) wounds, maims, disfigures, causes gbh, stupefies, renders unconscious, renders incapable of offering resistence; or
       (ii) injures anyone.
maim: to cause a person to be unable to use one of his members.

### Aggravated Assault

A person is guilty of the offence who either: (a) assault with intent to commit a crime (b) obstructing a constable in the execution of his duty.

### Assault with Intent to Injure

A person is guilty of the offence who with intent to injure, assaults anyone.

### Common assault
## Cases
### R v Kerr

* Facts
    The defendant, a gang member, went looking for a rival gang member.
    The victim attacked the defendant with a pipe.
    The defendant pulled out a knife, stabbed and killed the victim; the defendant was subsequently charged with murder.
* Held
* Judge should leave defence to jury unless it is impossible for jury to entertain reasonable doubt.
* Quoting Palmer
    - a person under attack cannot weigh to a nicety the exact measure of necessary defensive action;
    - if a person did what he honestly and instinctively considered necessary, it is pretty powerful evidence that it was reasonable defensive action.

## R v Nazif

* Question
    Can a person consent to assault?
* Held
* Common law defence saved by s 20 Crimes Act except where not in the public interest.
* Honest belief in consent sufficient (unless otherwise provided in statute).
* Belief need not be reasonable but goes to whether belief actually held.

## R v Mwai

* Facts
    M had unprotected sex with several women after becoming HIV positive. Charged with causing gbh.
* Held
* Not necessary for act to be the sole cause, enough that is a sufficient cause.
* Virus and women’s immune system were causes, but def was a substantial cause.

## Lazarus v Police

* Facts:
    Defendant broke window of a car with a golf club. Some of the glass struck an occupant.
* Held:
    It is only assault if the defendant;
       (i) intended to apply force to someone; or
       (ii) intended someone to feel personally threatened.
cf Kerr – where it was held that there can be a threat even if the victim is unaware.
# New Zealand Law/Criminal/BORA

BORA is short for the Bill Of Rights Act 1990.

## Rights
### s21

against unreasonable search and seizure

### s22

right against arbitrary arrest and detention

### s23

when arrested, to:
    • be informed of reason for arrest/detention at time
    • lawyer with delay
    • be informed of right to lawyer
    • habeas corpus
    • be charged promptly or released
    • be brought before court asap
    • refrain from making statement
    • be informed of right to silence
    • be treated with humanity
    • be treated with respect for dignity

### s24

when charged, to:
    • be informed of nature and cause
    • release on reasonable terms unless cause
    • right to lawyer
    • adequate time and facilities to prepare defence
    • benefit of trial by jury for 3 mths+ except military
    • legal assistance without cost if i.o.j and insufficient means
    • free interpreter

### s25

    • fair and public hearing
    • independent and impartial court
    • trial without delay
    • to be presumed innocent
    • not to be compelled to be witness or confess guilt
    • to be present
    • to present defence
    • to examine witness
    • to obtain attendance of witnesses
    • if penalty changs btwn commission and sentencing, to the benefit of the lesser penalty

### s26

    • not to be liable for act that was not offence at time
    • double jeopardy

### s27

    • natural justice
    • judicial review

### s28

* Note: rights are not abrogated or restricted because not enumerated

### s29

* BORA applies to legal as well as natural persons (where possible)

## Cases
### R v Shaheed

* Facts
* First, D not told entitled to consult lawyer.
* Second told (incorrectly) that if he refused to give a blood sample, a court order would be obtained for one.
* The blood sample matched an open rape case (ie not the one for which he had been arrested).
* Court order then obtained.
* Held
* There is a balancing act between a breach of BORA and exclusion of evidence.
* There was a direct connection between the breach and the sample. The evidence would not have been obtained but for the unlawfully obtained sample.
* Sample therefore excluded.

### R v Mallinson

* Facts
* Mallinson arrested but not informed of right to lawyer.
* An hour later, interviewed and given standard caution.
* Held
* No particular form of caution is needed.
* Proof that police advised should usually be taken that suspect understood.

### Martin v Tauranga District Court

* Facts
    Through unilateral and unjustified actions of the Crown prosecutor, the trial date was vacated without substitute, resulting in 17 month delay.
* Held
    Undue delay – stay of proceedings granted.
# Instructional design/Strong Learning Checklist/Avoid Boring Training
## Ask Your Learners To DO Something

Let’s start this lesson by looking at a scenario. You are a new leader in the marketing department and your main responsibility is to increase the sales of credit cards. In order to do that the first step you take is to become familiar with the most important credit cards that your bank sells. There are a few online courses that the bank offers and you decide to start by reviewing the course for the poorest-selling credit card. The course talks about the interest rate, the color of the card, some of the benefits of the card, for example purchase protection etc. At the end of the course, you come away with a lot of data about the card like product specifications, but you don’t get any answers on how to sell the card.

## Quiz

What is this type of learning? Select the best response.
* << Introduction |
* Overview >>
# Instructional design/Strong Learning Checklist/AvoidMot

* The Checklist for Strong Learning Design (SLD)
| Introduction Avoid Boring Training Ask Your Learners To Do Something Motivation for the SLD Checklist Overview of the SLD Checklist Review Your Training Use the Strong Learning Design Checklist The SLD Checklist Structure Action-Oriented Training Information Dump Training Your Turn: Practice Assess Your Skills Final Exam Go Forth! Create Great Training Lesson Review References and Materials | Motivation for Using the SLD Checklist Why Are You Here? When you are learning something new, would you rather DO something, or read about how to do it? What is the difference between the two? When you are designing instruction, do you want to immerse your learners in a more powerful learning experience? Since you clicked past the first page of our lesson, we assume that you are interested in learning how to create more powerful instruction for your learners. You are at the right place! When you have completed this 20-minute lesson (we bet you can finish it in 15!) you'll be able to do the following: Given a sample of specific component from a set of training materials, correctly classify that component as either “action-oriented” or an “information dump” as defined in Cathy Moore’s “Checklist for Strong Learning Design.” You will be able to correctly classify 8 out of 10 examples. But Will I Really Learn Anything Useful? You already have! In this lesson we have already used one of Cathy Moore's strategies for creating action-oriented training materials. Out of respect for learners who come to our lesson with varying levels of ability, we've provided you with a way to navigate through the lesson at your own pace, skipping a section here or there if you feel you already understand the content. Just use the navigation bar on the right. You'll find this strategy and more as we review the SLD Checklist structure. << Back | Next >> |
# Instructional design/Spotting PBL/The Challenge

| Course Navigation Welcome to Spotting PBL--HOME The Challenge Digging Discovering Demonstrating Sharing Lesson Summary | Spot PBLSpotting PBL The Challenge How many times have you asked yourself, is this problem-based learning (PBL)? Maybe you have taught using PBL and said to yourself, this doesn’t work. But have you considered that maybe you are not implementing the essential features of PBL? Can you SPOT PBL? Spot PBL If you accept this challenge to SPOT PBL , click on Digging to continue onward in our journey. |
# Instructional design/Strong Learning Checklist

* The Checklist for Strong Learning Design (SLD)
| Introduction Avoid Boring Training Ask Your Learners To Do Something Motivation for the SLD Checklist Overview of the SLD Checklist Review Your Training Use the Strong Learning Design Checklist The SLD Checklist Structure Action-Oriented Training Information Dump Training Your Turn: Practice Assess Your Skills Final Exam Go Forth! Create Great Training Lesson Review References and Materials | Introduction In this lesson, you will learn how to evaluate training materials using Cathy Moore’s “Checklist for Strong Learning Design.” Used with her permission, Cathy's Checklist will ensure that your training materials create powerful learning experiences that promote higher learner satisfaction and achievement. Using the SLD Checklist, you will assess various aspects of your materials to ensure that they are "action-oriented" vs. "information dumps." After all, don't you want your learners to look like this.....................Instead of this? How To Navigate This Lesson You can choose how you'd like to work through this lesson: At the bottom of each page, you'll find "Back" and "Next" links. Just keep clicking "Next" and you'll move through the lesson pages in order. If you are familiar with the lesson and would prefer to skip to a specific page, just use the navigation bar on the left. On any of the longer lesson pages, a content menu at the top of the page will allow you to quickly move to a specific section if you prefer. Next >> |
# Instructional design/Strong Learning Checklist/AvoidSLD

* The Checklist for Strong Learning Design (SLD)
| Introduction Avoid Boring Training Ask Your Learners To Do Something Motivation for the SLD Checklist Overview of the SLD Checklist Review Your Training Use the Strong Learning Design Checklist The SLD Checklist Structure Action-Oriented Training Information Dump Training Your Turn: Practice Assess Your Skills Final Exam Go Forth! Create Great Training Lesson Review References and Materials | Overview of the SLD Checklist What is the SLD Checklist? The Checklist for Strong Learning Design was developed by Cathy Moore, who is, according to her website, an "internationally recognized training designer dedicated to saving the world from boring instruction." As part of her work, Cathy created this checklist to help instructional designers review existing training materials, asking the question: "Have you designed action-packed materials or a sad information dump?" The Checklist can help you evaluate a variety of types of training materials, including short self-paced eLearning courses or materials designed for face-to-face training. Where Can I Find The SLD Checklist? The Checklist for Strong Learning Design can be found in Cathy Moore's blog. We've provided you with links to her blog and a direct link to download the PDF of the SLD Checklist at the end of this lesson, on the References and Materials page. Permission to use the Checklist for Strong Learning Design is granted by Cathy Moore as long as all resources are attributed back to Cathy, with a link to her site. Information regarding this permission can be found on Cathy's Blog and Content Policies page. The instructional design team preparing this wiki assignment also received express permission from Cathy Moore to reference her Checklist in an email dated February 18, 2016. In our next section, we'll review the structure of the entire Checklist for Strong Learning Design, and explain how the checklist is used. << Back | Next >> |
# Instructional design/Strong Learning Checklist/Avoid Boring Training/Ask Your Learners to DO Something Scenario
## Ask Your Learners To DO Something

Let’s start this lesson by looking at a scenario. You are a new leader in the marketing department and your main responsibility is to increase the sales of credit cards. In order to do that the first step you take is to become familiar with the most important credit cards that your bank sells. There are a few online courses that the bank offers and you decide to start by reviewing the course for the poorest-selling credit card. The course talks about the interest rate, the color of the card, some of the benefits of the card, for example purchase protection etc. At the end of the course, you come away with a lot of data about the card like product specifications, but you don’t get any answers on how to sell the card.

## Quiz

What is this type of learning? Select the best response.
* << Introduction |
* Overview >>
# Instructional design/Strong Learning Checklist/Avoid Boring Training Introduction

In this lesson, you are going to learn how to distinguish between action-oriented and information dump training materials. Ultimately, that will help you to design training materials that are action-oriented so that it benefits the learner. Ready to get started?
* << Introduction | Scenario >>
# Instructional design/Spotting PBL/The Challenge/transcript

* Spot PBLSpotting PBL
* The Challenge Transcript
* How many times have you asked yourself, is this problem-based learning (PBL)? Maybe you have taught using PBL and said to yourself, this doesn’t work. But have you considered that maybe you are not implementing the essential features of PBL?
* Can you SPOT PBL? Spot PBL
* If you accept this challenge to SPOT PBL , click on Digging to continue onward in our journey.
# Maritime Health Research and Education-NET/Presentations pptx

* En-MAHRE-Net pptx
* Es-MAHRE-Net pptx
* Webinar 15-07-2021 Presentation MAHRE-Net SEMM seminar sept 2021
* Historical relation to International Maritime Health Association IMHA
* Protocol for diabetes type 2 and hypertension Screening program pptx
* En T2DM&HTN Screening program pptx
* Es T2DM&HTN Screening program pptx
* Fr T2DM&HTN Screening program pptx
# Maritime Health Research and Education-NET/Publications on the way/A Systematic Review on Psychological Distress among maritime students 2022-23
#### MONDAY 18 OCTOBER 2021 ZOOM with DL, AT, SK, OJ

Article 1: Systematic Review on Psychological Distress among maritime students 2022-23
* ↑ Aayushi Thapa (1), Suyasha Koirala (1) David Lucas (2,3,4) Olaf Jensen (5) Systematic Review on Psychological Distress among seafarers and its Assessment on Venezuelan, Thai, French, and Spanish maritime students 1) Department of Public Health, University of Southern Denmark, Esbjerg, Denmark 2) ORPHY Laboratory, University Brest, F-29200 Brest, France 3) Occupational and Environmental Diseases Center, Teaching Hospital, F-29200 Brest France 4) French Society of Maritime Medicine Brest, F-29200, France 5) Centre for Maritime Health and Society, Department of Public Health, University of Southern Denmark, Esbjerg, Denmark
# Maritime Health Research and Education-NET/Project forms Student Thesis work

https://www.dropbox.com/s/zw4fqxblddc6ne2/MSc%20PubHealth_Bachelor%20Project%20Seafarers%20GHQ12data.doc?dl=0
# Maritime Health Research and Education-NET/Publications on the way
## Scientific Publications based on MAHRE-Net data

* Self-perceived safety and psychosocial work environment amongst Danish dockworkers IMH 2019;70(3):171–179.
* Mental and Physical Health and Working Environment of Icelandic Fishermen Published in Research Gate, June 2021.
* Global Occupational Health Research Methods Education Published July 2021 MethodsX 8
* Well-being among French fisheries and maritime students questionnaire-based study GHQ12 data 2022
* Le bien-être des étudiants pêcheurs et maritimes GHQ12 data 2020
* Early diagnosis of diabetes-2 for transport workers with routine medical examination - submitted 9 Dec to Primary Care Diabetes Elsevier
* Systematic Review on Psychological Distress among maritime students 2022-23
* Psychological Distress in Venezuelan, Thai, French, and Spanish maritime students GHQ12 2022-23
* Well-being among medical students in Panamá study using GHQ12 data 2021-22
* Health services among port workers in Costa Rica: analysis of data from a container terminal clinic 2021-22
* Well-being among Japanese maritime students questionnaire-based study GHQ12 data 2022
# Maritime Health Research and Education-NET/Publications on the way/Health services among port workers in Costa Rica: analysis of data from a container terminal clinic
## 1. Study work

* Draft Abstract
* Draft Article
* Tables and figures clinical visits
* Tables and figures Questionnaire
# Maritime Health Research and Education-NET/Publications on the way/Health services among port workers in Costa Rica: analysis of data from a container terminal clinic/Abstract

Return
Title: Health services among port workers in Costa Rica: analysis of data from a container terminal clinic
Authors: AM, OJ

## Background

Port workers are occupationally susceptible to poor health outcomes and the patterns of their healthcare healthcare services available to them remain so far un-documented. We report the pattern of port workers use of the medical clinic inside a large container terminal in Costa Rica.

## Methods

We analysed anonymised data (n=3075) routinely collected from the port workers visit over a 8 month period in a medical clinic which offer service 24/7 and describe the diagnostic pattern for the best future service development.

## Results

We recorded 3075 visits by 1301 port workers (average of x nvisits/person) who accessed 3075 services for an average of xx.x services/visit and xx.x.services/person. The mean age of port workers was 38,6 years (19-69). The most accessed services were primary healthcare pain(xx%) followed by drug control(xx%). Low proportions (≤6%) accessed xxxx services. Most visits were characterised by only one service being accessed

## Conclusions

The analysis shows that tailored services assist in alleviating healthcare access challenges faced by port workers and it underscores the importance of ensuring that clinics speak to port workers’ needs in terms of services offered and clinic location.

## Keywords

Port workers, Healthcare, Service delivery, Costa Rica, Port terminal medical Centre,
# Maritime Health Research and Education-NET/Practical inf for sending out the Forms to the sudents

Dear You are now the editor of the form that you must correct before submitting Collect emails from everyone in the class through the contact person responsible for the class. Click "SEND", add all emails and send. Answers will be automatically stored on your laptop in Excel file and reminders can be automatically sent to the rest of them. Thank you
"Estimados Prof.Cherdvong y Ora Ahora eres el editor del formulario que debes corregir antes de enviar Recopile los correos electrónicos de todos en la clase a través de la persona de contacto responsable de la clase. Haga clic en "ENVIAR", agregue todos los correos electrónicos y envíe. Las respuestas se almacenarán automáticamente en su computadora portátil en el archivo de Excel y los recordatorios se pueden enviar automáticamente al resto de ellos. Gracias Un cordial saludo"
# Maritime Health Research and Education-NET/Publications, conferences plan
## Dissemination plan

Caption text :
| | Feb | Mar | Apr | May |
| Protocol publication | x | x | x | x |
| nn | | | | |
| nn | | | | |
| nn | | | | |