zilongwang/ReadingBank huggingface dataset:
Q1. Do you only handle wrapped raw meat, whole fruit, vegetables, wrapped cakes, wrapped sweets, wrapped bread or similar? Y N Q2. Do you handle wrapped ready to eat foods? Y N Q3. Do you handle unwrapped bread, cakes, sweets (such as fudge and liquorice)? Y N Q4 Do you handle unwrapped ready to eat foods? Y N Q5. Do you offer ready to eat food samples? Y N Q6. Are ready to eat food samples prepared and cut up off site? Y N Q7. Are to eat food samples prepared and cut up on site? Y N Q8. What facilities do you have for hand washing? Q9. What facilities do you have for food and/or equipment washing? Q10. What do you do with waste water that you generate? Q11. What cleaning materials do you have and how do you use them? Q12. How do you protect to eat foods from contamination during storage and display? Q13. Do you serve hot food? If yes what method will you use to heat/cook the food Y N Q14. How do you check that foods are cooked to a core temperature of 75◦C and kept hot at a temperature of 63◦C or above? Q15. Do you keep temperature records for cooked, reheated and hot-hold Y N Q16. How do you keep ready to eat foods stored and displayed at 8◦C or below? Q17. Do you keep temperature records for chilled foods? Y N Q18. What food hygiene training do you/your staff have? 2, Foundation, Basic, SFBB, In-house) Q19. What documented food safety management system do you have? (Safer Food Better Business, CookSafe, Safe Catering, HACCP, other) Q20. How do you inform your customers allergens? (Signage, menu, allergen matrix, verbal, Q21. Do you use LPG cylinders? NOTE: The use of bottled gas within any of the Halls or Blackdowns is prohibited. Any outdoor exhibitor looking to use bottled gas must gain prior permission from the event organisers. Y N If yes, you must carry out a fire risk assessment, keep the number of cylinders to a minimum. Documentation
£7.50 voucher £6.25 £5.00 voucher £4.17 £2.50 voucher £2.08 Soft Drinks Item Cost Quantity Total Date Required Time Required Carbonated softs Pick from Coke, Diet Coke, Coke Zero, Fanta (available in Orange, Lemon & Twist), or Sprite £1.67 Oasis Available in Citrus or Berry £1.88 Monster £2.08 Jug of Vimto Served with Plastic lasses £1.67 Jug of Orange £3.08 Bottled Water 750ml Available in Still or Sparkling £2.95 Beer Item Cost Quantity Total Date Required Time Required Bucket of Beer Pick from Becks, MPA, Peroni or Bohemian Pilsner £20.00 Bottled Beer Pick from Becks, MPA, Peroni or Bohemian Pilsner £3.75 Bucket of Cider Pick from Magners Berry or Magners Original £22.50 Bottled Cider Pick from Magners Berry or Magners Original £4.17 Champagne & Sparkling Item Cost Quantity Total Date Required Time Required Laurent Perrier Rose Served in an ice bucket with 6 champagne flutes £65.83 Laurent Perrier Brut Served in an ice bucket with 6 champagne flutes £53.33 Moet & Chandon Champagne Served in an ice bucket with 6 champagne flutes £41.67 Jacques Bardelot Champagne Served in an ice bucket with 6 champagne flutes £36.25 Prosecco Served in an ice bucket with 6 champagne flutes £23.33 Item Cost Quantity Total Date Required Time Required Vina Arroba Chardonnay, Tempranillo or Tempranillo Rose £16.67 Cambio Sauvignon Blanc or Merlot £20.83 Spirits All served with 14 slim glasses & 14 mixers Item Cost Quantity Date Required Time Required Opihr Gin & Fever Tree Tonic £104.96 Courvoisier & Coke, Diet Coke or Lemonade £104.96 Hendricks Gin & Fever Tree Tonic £104.96 Kraken Black Spiced Rum £104.96
Reporting PwC will produce two reports; an external publication which will be publically available and a participant pack which will only be made available to participants and is specific to their hospital. External publication: The 17 external publication is a publicly released report that will contain cost weights (not average costs) per cost bucket for the whole collection. The following cost buckets will be included in the Round 17 publication (cost weights only): Procedures; Prosthesis; and Administrative costs (including hotel, on-costs, and depreciation) Participant pack Each participating hospital will be provided with a participant pack, which will include three individual reports; Episode Report for the participating hospital - includes average costs in total and per cost bucket, average length of stay, DRG and CMBS code (where the hospital has provided this to PHDB). A Report for all participating hospitals - includes average costs in total and per cost bucket and average length of stay. Hospital Activity and Cost Summary – includes detailed analysis of hospital activity and costs, benchmarked against participating hospitals. Timeline The timeline that IHPA and PwC will be working towards for this collection is: Activity Confirmation of sufficient participation By 23 April 2014 Data collection 12 May – 27 June 2014 PwC will conduct data analysis, quality assurance and provide feedback feedback to hospitals By 5 September 2014 External Publication 22 September 2014 Participant are distributed 3 October 2014 Confidentiality arrangements IHPA has drafted a reciprocal and enduring deed of confidentiality. This is to protect the confidentiality of hospital data. Any queries with the deed of confidentiality can be directed to or 02 8215 1123 All hospitals will be required to sign the deed of confidentiality, to receiving their participants pack.
pilates class for example easy jog between each effort) followed by 5 – 10 mins easy to get a little faster on each effort (don’t sprint as too fast could cause an injury), 1 or 2 mins jog between each effort, then 10 mins easy / gym / class Week 5 10th September Rest or could be swim or pilates class for example 5 – 10 mins easy, then 5 x 5 mins at 10 km pace (2 min easy jog between each effort) followed by 5 – 10 mins easy Rest 45 mins steady run Rest Rest or 30 mins easy 60 – 70 min easy run Week 6 17th September Rest or could be swim or pilates class for example 45 mins easy run Rest 45 – 60 mins run including 4 x 6 mins at 10km pace with 90s jog recovery between each effort Rest Rest or 25 mins easy 75 min easy run Week 7 24th September Rest or could be swim or pilates class for example 10 mins easy, 3 x 10 mins at 10 km pace with 2 mins jog recovery between each effort followed by 10 mins easy Rest 45 mins progression run as 10 mins easy, 10 mins steady, 15 mins 10 km pace, 10 mins easy Rest Rest or 30 mins cross training – swim / gym/ class 45 min easy run Week 8 1st October Rest or could be swim or pilates class for example 5 mins easy, 2 x 8 mins at 10 km pace with 2 mins jog between each effort, then 5 mins easy Rest 30 mins easy Rest Rest Standalone 10km –
Week 6 10th September Rest 30 mins easy running which could be run for 9 mins walk for 1 min x 3.Brisk 5 mins walk to cool down and stretch. Rest 5 mins walk for 3 mins, walk for 1 min x 8. Brisk 5 mins walk to cool down & stretch. Rest Rest Longer run: 40 mins Week 8 17th September Rest 35 mins easy running which could be run for 10 mins, walk for 2 mins x 3 (36 mins!). Brisk 5mins walk to cool down and stretch. Rest 5 mins walk mins easy running. Brisk 5 mins walk to cool down & stretch. Rest Rest Longer run: 60 mins Week 9 24th September Rest 30 mins easy running. Brisk 5mins walk to cool down and stretch. Rest 5 mins brisk walk –run for 5 mins, walk for 1 min x 4. Brisk 5 mins walk to cool down & stretch. Rest Rest Longer run: 30 mins Week 10 1st October Rest 20 mins easy running. Easier 5mins to cool down & then stretch. Rest 5 mins warm up – easy running for 15 minutes. 5 minutes cool down & then stretch. Rest Rest Standalone 10km
Week 4 3rd September Rest or cross train (swim/ cycle/ gym or class) 10 mins easy, 1 x 3 miles & 1 or 2 x 1 mile at 10km pace with 2/3 mins recovery after 3M and 90s after 1M, 10 mins easy Rest or 30 mins easy recovery run or cross train. 10 mins easy, 20 mins at threshold pace (see week 1), 10 mins easy Rest Rest or 30 mins recovery run or 30 mins cross training (swim/ 10 miles easy Week 5 10th September Rest or cross train (swim/ cycle/ gym or class) 40 mins easy running Res or 30 mins easy recovery run or train. 10 mins easy, 5 or 6 x 1000m at 5km pace with 90s recovery between each effort, 10 mins easy Rest Rest or 30 mins recovery run or 30 mins cross training (swim/ class/gym 10 easy Week 6 17th September Rest or cross train (swim/ cycle/ gym or class) 10 mins easy, 1 x 3 miles, 1 x 2 miles & 1 x 1 mile at 10 km pace with 3 mins, 2minsand 90s recovery followed by 10 mins easy Rest or 30 mins easy recovery run or cross train. 10 mins easy, 25 mins threshold pace, 10 mins easy Rest Rest or 30 mins recovery run or 30 mins cross training (swim/ class/gym 8 miles easy Week 7 24th September Rest or cross train (swim/ cycle/ gym or class) 10 mins easy, 3 x 1 mile starting at 10 km pace and slightly increasing, 90s recovery between each effort, followed by 10 mins easy Rest or 30 mins easy recovery run or cross train. 10 mins easy, 30 mins threshold pace, 10 mins easy Rest Rest or 30 mins recovery run or 30 mins cross training (swim/ class/gym 6 miles easy Week 8 1st October Rest or cross train (swim/ cycle/ gym or class) 10 mins easy, 2 x 1 mile at 10 km pace with 2 mins recovery, 10 mins easy Rest 25 mins easy including 4 x 80m slightly faster strides but not sprinting as you don’t want to get injured! Rest Rest Standalone 10km –
Legislation Key pieces of legislation are listed below. The Care Act 2014 makes it the duty of local authorities to make enquiries if someone is being abused or neglected, or is at risk of abuse or neglect in their area. They must also set up multi-agency safeguarding adults boards to review cases when people die as a result of neglect or abuse and where it is suspected that agencies could have done more to safeguard them. implementation The Mental Capacity Act 2005 aims to protect and empower people who are unable to make choices for themselves. The Human Rights Act 1998 gives specific rights to every person living in the UK, for example the right to life and freedom from torture and degrading treatment. The Data Protection Act 1998 regulates the way in which personal data needs to be handled and therefore protects people’s data from being placed in the wrong hands, which may increase the risk of abuse or neglect. The Equality Act 2010 protects people from discrimination and disadvantage due to the protected characteristics of race, sex, gender reassignment, disability, sexual orientation, religion or similar belief, age, marital or civil partnership status, and pregnancy or maternity. Information sharing Record-keeping Good record keeping is a part of good practice. You should be given clear direction as to what information should be recorded and in what format.
Development activity Provide a description of the development activity How has it helped to improve your knowledge? How has it helped to improve your skills? How has it helped to improve your understanding? 1. A learning activity that you have undertaken recently 2. Reflecting on a situation 3. Feedback from others
Care Certificate Standard 2 Outcome Care Certificate Standard 2 Criteria Knowledge/ Competence Question within workbook QCF unit: Introduc- tion to personal development in health, social care or children’s and people’s settings P = Partial F = Full QCF unit: Engage in personal develop- ment in health, social care or chil- dren’s and people’s settings P = Partial F = Full National Minimum Training ards: Standard 2 – Your Personal Development Common Induction Standards: Standard 2 – Personal Development Assess- ment method used Evi- dence loca- tion Sign-off initials Date 2.1 Agree 2.1a Identify a personal sources of support development for their own K 2.1a AC3.1 - F AC4.1 - P 2.1.1 4.1 plan learning and development 2.1b Describe the process for agreeing a personal development plan K 2.1b AC3.2 - F AC4.3 - P 2.1.2 4.2 and who should be involved 2.1c Explain why feedback from others is important in helping K 2.1c AC3.2 – P 2.1.3 4.3 to develop and improve the way they work 2.1d Contribute to drawing up own personal C AC3.3 – F development plan 2.1e Agree a personal development plan C AC3.2 – P AC5.3 – P 2.1.4 3.3 2.2 Develop 2.2a Describe the their knowledge, functional level of skills and understanding literacy, numeracy and communication K 2.2a 2.2.1 3.1 skills necessary to carry out their role
2.2b Explain how to their current level of literacy, numeracy and communication skills K 2.2b 2.2.2 3.2 2.2c Describe how a learning activity has improved own knowledge, skills and understanding K 2.2c, d and e AC2.1 – P AC4.1 – P 2.2.6 2.2d Describe how reflecting on a situation has improved their own knowledge, skills and understanding K 2.2c, d and e AC2.1 – P AC4.2 – P 2.2e Describe how feedback from others has developed their own knowledge, skills and understanding K 1.2e Part i 1.2e Part ii AC2.1 – P AC4.3 – P 2.2f Demonstrate how to measure their own knowledge, performance and understanding against relevant standards C AC2.3 – P AC3.1 – P 2.2.4 2.2 2.2g List the learning opportunities available to them and how they can use them to improve the way they work K 2.2g Part i 2.2g Part ii 2.2.3 2.2.5 2.1
Pre-Test Your Knowledge In The Aftermath A deposit account that offers easy access to your money, offers the option to pay bills online or by electronic transfer, and offers the option to make purchases with ATM or debit card is called: A checking account A saving account A money market account A deposit account that pays interest on deposits, allows withdrawals and transfers with an ATM card, does not offer the option of bill payment or purchases, and may have a minimum deposit requirement is called A money market account A savings account A certificate of deposit A deposit account that requires deposited funds to remain in the account for a fixed amount of time, imposes penalty fees for early withdrawal, and generally pays higher interest rates than other deposit accounts is called: A savings account A certificate of deposit A money market account A deposit account that pays higher interest on deposits than other accounts, generally has a minimum balance requirement, and allows a very limited number of transactions each month is called: A checking account A money market account A certificate of deposit Examples of traditional financial institutions include: Commercial banks and credit unions Commercial banks and finance companies Payday lenders and check cashing outlets Which of the following items is a potential negative consequence of placing money in a certificate of deposit? lower interest than a savings account Has a limited number of monthly transactions Penalties are charged for early withdrawals of funds When choosing a financial institution, you should consider: Access to locations, ATMS, and services to meet your financial needs Fees charged for overdrafts and other penalties The likelihood of the bank failing A check: Directs your financial institution to transfer from your account to another person’s or business’s account. Can be converted to an electronic debit by the recipient by using the digits in the MICR line Both of the An overdraft occurs: When you write more than the allowed number of checks during a single month. When your savings account balance falls below the minimum amount required by the rules of the account. When a check is cashed or a debit is processed against an account that does not have sufficient funds to cover the transaction. Direct deposit: Is available only to customers with checking accounts. Can be accomplished by transferring funds from your savings to your checking account using an ATM. Is a convenience that allows recipients of a direct deposit to have same-day access to deposited funds.
25. (1) Where any document of security or pledge, or any act of suretyship, indemnity or guarantee referred to in Item 15 of Schedule 1, secures a principal sum and in addition a subsidiary or contingent liability for interest, costs or other charges, duty shall not be payable under that Item in respect of such subsidiary or contingent liability. (2) Where it is shown to the satisfaction of the Permanent Secretary that the value of property pledged is less than the amount secured by such pledge, any duty chargeable under Item 15(1) of Schedule 1 in respect of the relevant document of pledge shall be charged on the value of the property pledged. PART V OFFENCES Offences relating to stamping or defacement of stamps and to evasion of duty 26. Any person who - (a) in relation to the stamping of any instrument or the defacement of any stamp on any instrument, without lawful excuse uses, enters or attests any date other than the true date; or (b) knowing it to be false states any facts or circumstances relative to the character of any instrument or the duty chargeable in respect of any instrument; or (c) by any act, contrivance or omission evades or attempts to evade or aids or abets any other person in evading any duty payable under this Act, shall be guilty of an offence and on conviction be liable to a fine not exceeding R2 000 or to imprisonment for a period not exceeding six months or to both such fine and such imprisonment. Offences relating to dies and stamps 27. (1) Any person who - (a) forges a die or stamp; (b) prints or makes an impression upon any material with a forged die; (c) with intent to defraud, prints or makes an impression upon any material from a genuine die; (d) cuts, tears or in any other way removes from any material any stamp, with intent that any fraudulent use should be made of such stamp or of any part thereof; (e) mutilates any stamp with intent that any fraudulent use should be made of such stamp or any part thereof; (f) with intent to defraud, fixes or places upon any material any stamp or part of a stamp which, whether with such intent or not, has been cut, torn or in any other way removed from any other material;
Category of Assessment Name of Assessment Tool Category of Staff Who Use This Tool Professional Qualification and/or Certification of Staff Governing Legislation Wait Time for Assessment Disposition of Test Results Educational Assessments assessments Performance observation Classroom Teachers Ontario College of Teacher Certification The Education Act Conducted routinely Used in formative and summative assessment for reporting to parents/guardians and students assessments Performance observation Special Education Teachers Special Education Resource Teachers Self-Contained Class Teachers Coordinators Learning Resource Teachers Ontario College of Teacher Certification Special Education Additional Qualifications The Education Act Conducted routinely, as part of the SRT process Used in formative and summative assessment for reporting to parents/guardians and students. May be stored by Special Education Resource Teacher or as part of SRT minutes Assessments WISC-IV WIAT-2 WRAML BASC Vineland Consultants Psychologists Supervisors College of Psychologists of Ontario Certification The Education Act Regulated Health Professions Act Personal Health Information Privacy Act Average Wait Time is 1 year OSR, with parental permission Regional Student Services Office (New Street) Assessments CELF-5 CELF-P2 PLS-5 Speech Language - Pathologists College of Audiologists and Speech The Education Act Average Wait Time is 8 months OSR
Fluharty-2 CASL Language - Pathologists of Ontario Regulated Health Professions Act Personal Health Information Privacy Act Regional Student Services Office (New Street) Observations School Social Workers College of Social Workers and Social Services Workers The Education Act Personal Health Information Privacy Act Social Worker’s school-based records Observations and Youth Counsellors Supervised by members of the College of Psychologists The Education Act CYC’s records or Regional Student Services Office (New Street)
ACTION VERBS TO STRENGTHEN YOUR RESUME Decision Making Management Changes Personnel Accept Adjudicate Activate Appraise Activate Analyze Compare Discharge Approve Anticipate Create Employ Authorize Approve Design Handle Decide Direct Establish Interview Render Establish Improve Promote Required Evaluate Make Recruit Execute Modify Screen Terminate Manage Stimulate Seek Test Meet Upgrade Select Organize Train Plan Transfer Supervision Administration Research Planning & Control Adhere Administer Analyze Acquire Assess Engage Compile Allocate Assign Furnish Define Assume Counsel Insure Determine Control Define Justify Develop Extend Delegate Process Evaluate Forecast Demonstrate Procure Identify Formulate Develop Purchase Investigate Measure Encourage Receive Prepare Monitor Exercise Reclaim Propose Plan Foster Reject Recommend Progress Manage Requisition Research Schedule Meet Secure Review Participate Ship Submit Report Store Request Supply Supervise Helping Personnel Communication External Activities Arrange Appraise Contact Cooperate Assist Discharge Critique Coordinate Contribute Employ Declare Negotiate Counsel Handle Display Publicize Give Interview Inform Represent Guide Promote Interpret Strengthen Initiate Recruit Issue Serve Screen Speak Solve Seek Testify Select Write Train Transfer
A placeholder appears in your document. For example: «AddressBlock». Repeat these steps each time you need to enter information from your data record. From the Mail task pane, click Next: Preview your letters to move to Step 5. For some letters, you'll only need to add an Address block and Greeting line. Sometimes, however, you may wish to place recipient data within the body of the letter to personalize it even further. Step 5: Preview the letters to make sure information from the recipient list appears correctly in the letter. You can use the left and right scroll arrows to view each document. Click Next: Complete the merge to move to Step 6. Step 6: Click Print to print the letters. The Merge to Printer dialog box opens. Click All, then click OK. The Print dialog box will appear. Adjust the print settings if needed, then click OK. Challenge! Open an existing Word document. If you want, you can use this . Download this .
Conceptual Outline: Technology Skills Tips for Creating and Presenting an Effective Presentation How to Create a PowerPoint Design theme Title slide Images From the Internet Insert into a slide Set as a background Typing words over image Create Digital Resume List strengths, interests, and skills to showcase in presentation. Images to go along with words Locating Saving Enhance a PowerPoint Presentation Photo editing with the Picture Tools ribbon Apply slide transitions Audio file From the Internet Insert into a slide Edit start and stop points Play the duration of presentation Video file From the Internet Insert into a slide as an embedded file Materials, Equipment, and Technology Resources: Materials: Students’ resumes Students’ career research Power Point #1: Tips for Creating and Presenting an Effective Presentation Handout #1: Tips for Creating and Presenting an Effective Presentation Handout #2: Applying Transitions in PowerPoint 2010 Handout #3: Editing Pictures in PowerPoint 2010 Handout #4: Audio Files in PowerPoint 2010 Handout #5: Inserting Videos in PowerPoint 2010 Assignment #1: Directions and Rubrics for Digital Resume and Presentation Equipment: Computers with Internet access and MS PowerPoint Projector Document camera Technology Resources: Don McMillan: Life After Death by PowerPoint GCF LearnFree.org: PowerPoint 2010 Inserting Videos Procedures/Activities: This lesson will require reserving a computer lab. Discussion: Have you ever seen a bad presentation? What made it a bad presentation? Write students’ answers on the board and briefly discuss. Provide students with a copy of Handout #1. Today, we are discussing how to create an effective PowerPoint presentation and how to present it to the class. Show and discuss PowerPoint #1.
What is the recommended daily amount of fluid an individual must consume to support good hydration? ………………...litres How many 150ml glasses would an individual have to consume to reach the minimum recommended amount? …………......glasses
Course Studied Please full name of course College Attended From To * Qualification Level (Please indicate by level only eg: 7 or 8) Please state the awarding body and the full title of the qualification obtained Grade obtained, e.g. 2.1, Pass, Credit, Distinction * “Qualification Level” refers to the qualification level in the National Framework of Qualifications as set by the Quality and Qualifications Ireland, 26-27 Denzille Lane, Dublin 2, Ph: 01- 9058100. QQI Level must be entered, Pass / Honours is not acceptable. PART 2 (continued) EMPLOYMENT RECORD Work experience – commencing with most recent position Employer – Department / Section & Address From To and Nature of Duties
290 (SC) followed – Judge finding that s 23(1) of the Competition Act 2 of 2003, Article 23(2) and (3) of the Universal Declaration of Human Rights and Article 10 of the Namibian Constitution do not contradict the well-founded principles – Judge concluding that taxing master was not wrong in disallowing fees claimed by defendant (a lay litigant representing himself) and also in requesting the defendant to establish proper proof, to the satisfaction of the taxing master, that the disbursements claimed are actual and reasonably incurred. ORDER The taxing master was not wrong in: disallowing fees claimed by the defendant; and requesting the defendant to provide a more specific tax invoice on each item representing a disbursement charged in the defendant’s bill of JUDGMENT PARKER AJ: [1] The taxing master was requested to state a case in terms of rule 48(1) of the rules of court for a decision of a judge on the items, fees and disbursements following objections raised by the defendant against the taxing master disallowing and refusing certain items and fees during a taxation held on 27 March 2013. The defendant, a lay litigant representing himself, has submitted contentions pursuant to rule 48(2) of the rules. [2] A starting point in the determination of the stated case by the taxing master in terms of rule 48(1) of the rules of court is as follows. A lay person, suing personally, cannot recover costs. (In re Morkel v Howell (1885) 6 NLR 156) He or she is entitled only to recover disbursements. Thus, where a lay litigant is awarded costs, he or she
11.2 That is was necessary or reasonable to store the vehicle as aforesaid. On this issue expert evidence may well be required. 11.3 That it was necessary or reasonable to have stored the vehicle specifically at a cost of N$100.00 per day plus VAT, in to advance the plaintiff’s interest. 11.4 That the necessary or reasonable expense to store the vehicle indeed amounted to N$100.00 per day. Expert evidence on this issue will also be required. 11.5 That the plaintiff was enriched at the expense of the defendant (or at least at the expense or her alleged predecessor in rights Mr. Arangies) to the extent of N$100.00 per day plus VAT and for the aforementioned period. 12. It is submitted that it requires little analysis to conclude that the principles and evidence that underlie the aforementioned two claims are vastly different from another. The same applies to the additional claim of N$7 350.00 that arises from a towing-in cost of the vehicle from Oshakati to Tsumeb during 2007 (as referred to above). The latter aspect will further be dealt with in argument. 13. In this vein it is submitted that it is with respect, quite artificial to argue (as the defendant does) that the claims are substantially the same, simply because they were all subject to the same alleged cession by Mr. Arangies to the defendant (see: Paragraph 20.3 of the defendant’s heads): The basis of these claims and the facts underlying same, are substantially different.’ [35] In my view this comparison demonstrates clearly that the differences between the original counter-claim and those claims, the applicant seeks to introduce, are so substantial, as to translate the additional claims, into different, or substantially different rights of action, even if one considers, what these claims are all about, in the broad sense of the word. [36] It also clearly emerges that the probanda, necessary to prove the original counter- claim, are vastly different from those that underpin the two new claims, which the applicant seeks to introduce, by way of amendment. In my view the additional claims simply do not relate, sufficiently, to the same set of material facts that beget the applicant’s original right of action.
The court a quo should have declared the immovable property specially executable since there was no viable alternative or less drastic measure other than a sale in execution. The appeal succeeds and the order of the court a quo striking the matter from the roll is set aside and substituted with one declaring the immovable property of the first respondent specially executable. ____________________________________________________________________ APPEAL JUDGMENT ____________________________________________________________________ HOFF JA (CHOMBA AJA and MOKGORO AJA concurring): This is an appeal against the order of the High Court striking from the roll an application to declare immovable property specially executable. The grounds of appeal were that the learned judge erred in law and/or facts in that: He struck the application from the roll; He failed to declare the immovable property belonging to the First Respondent executable; He failed to have regard to the fact that the registered bond in favour of the Appellant, constitutes ‘property’ as envisaged in Article 16 of the Constitution of the Republic of Namibia and/or common law rights agreed upon (and registered) between the Appellant and the First Respondent. In
absolved, such costs to include the costs of two instructed and one instructing counsel. _____________________ O’REGAN AJA ______________________ SHIVUTE CJ ______________________ MAINGA JA APPEARANCES APPELLANTS: R Tötemeyer (with him E M Schimming-Chase) Instructed by Behrens & Pfeiffer (for the First Appellant) Koep & Partners (for the Second Appellant) Fisher, Quarmby & Pfeiffer (for the Third Appellant) RESPONDENTS: In person
Rule 32(1), cannot be read in isolation and Rule 32(1) should be read with Rules 32(9) and (10). [20] It is also clear from the order that was made by Miller AJ, on the 29th of September 2017, through which he gave directions as to the procedure to be followed – a point that was strongly relied upon by Mrs Angula – that he settled one issue between the parties, namely, what the procedure was, that had to be followed? This he did, through his direction that an application for reinstatement would have to be brought. [21] The question of course remains whether or not those directions also absolved the parties, and in this instance mainly, and more specifically the plaintiff/applicant, from complying with Rules 32(9) and (10). [22] Now, on a closer analysis of sub-rule (9), it appears that the wishing to bring any interlocutory proceedings must comply with the sub-rule (9). I need to add here immediately that I keep in mind that the applicant clearly, in this instance, did not wish to bring any application for reinstatement and was, so to speak, forced by court order to bring such application. However, whether or not such bringing was voluntary or by direction of the court, the rule is quite clear. The rule required of the plaintiff/applicant - before it’s launching - and in this instance this was before the delivery of the application as per the judge’s direction by 6 October 2017, that the plaintiff/applicant had to engage the other party - and in the words of the rule – that the plaintiff/applicant had to seek an amicable resolution thereof with the defendant/respondent before it would have been entitled to deliver same for the adjudication of the court. [23] I pause here to mention incidentally what type of resolution still remained open to the parties to seek an amicable resolution on, in the circumstances where their differences, relating to the procedure to be followed, had already been settled by court order. Quite clearly - and this was an aspect that was also taken up by the court with Mrs Angula - what was left - and what in my view the parties still had to do - was to engage each other in order to seek an amicable resolution in regard to the merits of the application for reinstatement.
17. NOTICE OF AWARD TO: PROJECT Description: The OWNER has considered the BID submitted by you for the above described WORK in response to its Advertisement for Bids dated , 20 , and Information for Bidders. You are hereby notified that your BID has been accepted for in the amount of and /100 Dollars, ($ ). You are required by the Information of Bidders to execute the Agreement and furnish the required CONTRACTOR’S Performance BOND, Payment BOND and certificates of insurance within fifteen (15) calendar days from the date of this Notice to you. If you fail to execute said Agreement and to furnish and within fifteen (15) days from the date of this Notice, said OWNER will be entitled to consider all your rights arising out of the OWNER’S acceptance of your BID as abandoned and as a forfeiture of your BID BOND. The OWNER will be entitled to such other rights as may be granted by law. You are required to return an acknowledged copy of this NOTICE OF AWARD to the OWNER. Dated this day of , 20 . (Owner) (Signature of (Title of Owner) ACCEPTANCE OF NOTICE Receipt of the NOTICE OF AWARD is hereby acknowledged by _, this the day of _, 20 . By: Title:
Table 2: Bids Submission, Opening, and Bid Prices (as Read Out) Bids submission deadline (a) Original date, time……………….… (b) Extensions, if any ………………… Bids opening date, time: ……………………………………………… Number of bids submitted: ……………………………………………… No Bidder Identification Read-out Bid Price(s) Modifications or discounts or Comments (e ) Bid Security Amount and validity (f) Bid validity (g) Name (a) Address: City /Country (b) Currency (c ) Amount (d) Head of Bid Opening Committee: _________________ Title: ___________________Signature: ________________ Bid Opening Committee member: __________________ Title: __________________ Signature: ________________ Bid Opening Committee Member: __________________ Title: __________________ Signature: ________________
Table 3: Preliminary Examination No Bidder (a) Verification (b) Eligibility (c) Bid Security Amount and Validity (d) Completeness of Bid (e) Substantial Responsiveness (f) Acceptance for Detailed Examination (g) For (b), (c), (d), (e), (f) and (g), see the definitions included in I: Evaluation Guide, refer to para 5 Preliminary Examination Table 4: Evaluation of Technical Specifications (For Procurement of Goods only) No Bidder Item Specification Compliance (Yes/No) Comments
Table 5: Corrections and Unconditional Discounts No Bidder (a) Read-out Bid Price(s) Corrections Corrected Bid (f) = (c) + (d) - (e) Unconditional Discounts2 Corrected/Discounted Bid Price(s) (i) = (f) – (h) Currency (b) Amount (c) Computational Errors1 (d) Provisional Sums (e) Percent (g) Amount(s) (h) Note: Only bids accepted for preliminary examination (Table 3, column g) should be included in this and subsequent tables. Columns a, c, and d are from Table 2 (columns a, c, and d, respectively). 1 Corrections in column d may be positive or negative.
2 If the discount is offered as a percent, column h is normally the product of the amounts in columns f and g. Refer to para. 6(c) of Annex I. If the discount is provided as an amount, it is entered directly in column h. A price increase is a negative discount. 6: Additions, Adjustments, and Priced Deviations No Bidder (a) Corrected/Discounted Bid Price1 (b) Additions2 (c) Adjustments2 (d) Priced Deviations2 (e) Total Price (f) = (b) + (c) + (d) + (e) etc. 1 Column b is from Table 5 column i. 2 Each insertion in columns c, d, or e should be footnoted and explained in adequate detail, accompanied by calculations. Refer to paras. 6(d), 6(e), and 6(f) respectively of Annex I Table 7: Post Qualification (Without Prequalification) Name of lowest evaluated responsive bidder: ……………………. Subject Requirement Compliance Requirement Information and Conclusion Financial Capability
Day 11 Day 12 Day 13 Bellringer/Journal Entry Essential Question: What are 3 tips to remember when giving a presentation? Objective: Students will use technology to enhance the effectiveness of communication in a business environment and will use appropriate technology to plan, develop, practice, and present material to different of audiences for specific business purposes. Guided Practice: Students will complete a presentation and speech giving a Personal Introduction themselves. Independent Practice: Complete the presentation giving a Personal Introduction. Grade: Teacher Observation Closure: Review and preview tomorrow. Materials: Personal Introduction Instructions Handout Bellringer/Journal Essential Question: What is the purpose of giving a presentation? Objective: Students will use technology to enhance the effectiveness of communication in a business environment and will use appropriate technology to plan, develop, practice, and present material to different types of audiences for specific business purposes. Guided Practice: Students will present their Personal Introduction to the class. Independent Practice: Personal Introduction to the class and use the Personal Introduction What I Can Learn Handout for the students to take notes on. Grade: Personal Introduction Closure: Review today and preview tomorrow. Materials: Personal Introductions What I Can Learn Handout Bellringer/Journal Entry Essential Question: What is 3 things you learned about your classmates? Objective: Students will use technology to enhance the effectiveness of communication in a business environment and will use appropriate technology to plan, develop, practice, and present material to different of audiences for specific business purposes. Guided Practice: Students will present their Personal Introduction to the class. Independent Practice: Personal Introduction to the class and use the Personal Introduction What I Can Learn Handout for the students to take notes on. Personal Introduction Closure: Review today and preview tomorrow. Materials: Personal Introductions What I Can Learn Handout
The Children and Young Person Acts 1933 and 1963 The Children (Performances and Activities) (England) Regulations 2014 Standard Child Performance and Activities Licence Application Form (England) Note: this form should be completed and submitted to the licensing authority not less than 21 days before the first performance or activity for which the licence is requested, since the licensing authority may otherwise refuse to grant a licence. Part 1: Information to be provided by the applicant about the performance or activities Title: Name: Job title: Company: Address: Tel: Mobile: Email: your organisation have a child protection or safeguarding policy? b) When was this last updated? Please insert a link or attach a copy. Note: it is best practice that organisations that involve children in performances, paid modelling or paid sport have or develop a child protection policy, regularly review and update it, and ensure that all staff and volunteers are familiar with it. and nature of the performances or activities in respect of which the licence is requested: provide as full a description as you can about what the child will actually be required to do. Include information about the environment they will be asked to do it in, and any other contextual information that may help us in assessing the potential risks, physical, emotional or psychological, to the child. you have completed a risk assessment please attach it to this application. See the sector led best practice guidance for further information about risk assessments.
The cost or pricing data threshold (FAR 15.403-4) and the statutorily equivalent Cost Accounting Standard threshold are raised from $700,000 to $750,000. The prime contractor subcontracting plan (FAR 19.702) floor is raised from $650,000 to $700,000, and the construction threshold of $1,500,000 stays the same. The threshold for reporting first-tier subcontract information including executive compensation will increase from $25,000 to $30,000 (FAR subpart 4.14 and section 52.204-10). Other significant changes to Schedule 66: Clauses/Provisions: Updated: 52.203-10 – Reporting Executive Compensation and Subcontract Awards 52.212-5 – Contract Terms and Conditions Required to Implement Statues or Executive Orders – Commercial Items (APR 2015)(Alternate II – APR 2015) 52.222-21 – Prohibition of Segregated Facilities (APR 2015) 52.222-24 – Equal Opportunity (APR 2015) 552.212-72 – Contract Terms and Conditions Required to Implement Statutes or Executive Orders Applicable to GSA Acquisition of Commercial Items (JUN 2015) New: 552.223-73 – Preservation, Packaging, Packing, Marking and Labeling of Hazardous Materials (HAZMAT) for Shipments (JUN 2015) to Document entitled: Critical Information Specific to Schedule 66 Note: In addition to other requirements, offerors must provide OEM certifications for any SIN for which calibration is a part of the SIN description. The OEM certification is applicable to all equipment under an existing warranty. FULL TEXT OF NEW/UPDATED CLAUSES AND PROVISIONS A-FSS-11 CONSIDERATION OF OFFERS UNDER STANDING SOLICITATION (OCT 2015)
If Services are being supplied Delivery Date Delivery Reports and Manuals <insert description or insert “not applicable”> <insert delivery dates or insert “not applicable”> Milestone Dates <insert or insert “not applicable”> Price and Payment (including address for invoices) <insert relevant details> Price: $<insert> (GST inclusive) Manner of Payment: <e.g. instalments, payments attached to achievement of milestones> If required include detailed pricing information in Attachment 6 Insurances Public Liability Insurance Product Liability Insurance Not less than $1,000,000 If Goods are being supplied: $<insert the amount of cover under the Supplier’s Product Liability policy> Liability The following Liability Limit has been approved by Cabinet (25 July 2016) <insert between [1 and 5] x [the aggregated value of the contract (inc. GST)]. Multiple to be based on Government Party’s risk assessment> Other Termination Rights <e.g. failure to meet [insert number] Service Levels or insert “not applicable”> Approved Subcontractors <insert relevant details or insert “not applicable”> Additional Personnel Checks <e.g. DCSI Unsuitable Person Screening or insert “not applicable”> Notice Period for Termination for Convenience <insert period or “not applicable”>
ANNEX 1 Annual Reporting Format Year_______ Recipient Institution: _______________ OVERALL TARGETS FOR ENTIRE GRANT BASELINE PROPOSED ANNUAL TARGETS ANNUAL BUDGET ACTUAL ANNUAL RESULTS ACTUAL ANNUAL EXPENDITURES PROGRESS TOWARDS TARGETS
Turn on Input/Output Controller. This controls camera-software timing. Turn on Definite Focus Controller. This allows you to keep focus while moving stage. Turn on TIRF Controller. This controls the laser power. (Optional) Turn on EXPO mercury lamp. This provides white light. Sample loading procedure: On Microscope Control Box, do the following: Home Load position Set work position. This lowers the objective lens. Control Reflector 74 HE GF/mRF Control Objectives 100x Oil. On the 100x objective, drop immersion oil (Immersol 518F) onto lens without letting the dropper touch the lens. Load your sample onto the stage. Note: Wipe the glass slide before loading. Make sure the sample holder is securely fitted inside the stage. Sometimes the holder pops out. Use the coarse focus adjuster knob to bring the oil on the lens in contact with sample. Stop immediately when oil spreads. Then use finer adjuster knob to spread the oil evenly. Use joystick to move lens to the correct Note: If the stage moves too fast/slow, push the joystick button to change the speed. Place the laser safety cover on top of the stage. Data acquisition procedure: the AxioVision software on the computer. Go to Microscope Microscope Under Reflected tab, select “74HE GFP/mRFP”. Under Laser tab, set laser power based on how bright your samples are. Set angle using this button and set it 70 degrees. WARNING: Do not use , otherwise laser will point towards you and could hurt your eyes! Turn on laser and make sure the lasers are visible on the stage. WARNING: Do not look at lasers closely when checking! It should be visible through the laser safety cover. Go to Hardware Change camera exposure time. (50 - 100 ms is okay.) Enable EM-CCD. This enhances signal. Note: If camera is oversaturated, it will turn off and make an alarm noise. Uncheck and Check the EM-CCD checkbox to turn off the alarm noise. Go to Live View. Select the image contrast option. Min/Max or Best Fit. Find focus using Live View. WARNING: Do not over focus! Can cause damages to lens. Visually check the lens frequently when focusing for the first time. Go back to Hardware. Go to Definite tab and set it to ON. This keeps the sample in focus. Confirm that autofocus is working through Live View. When exit Live View.
Research, involving the collection or study of existing data, documents, records, pathological specimens, or diagnostic specimens, if these sources are publicly available or if the information is recorded by the investigator in such a manner that subjects cannot be identified, directly or through identifiers linked to the subjects. Appendix C 4.3 Submission of Application for Ethical Review and Approval All applications for ethical review of research should be submitted to the ERC secretariat. 4.4 Application for Ethical Review of Research Protocols An application for ethical review of a proposed health related research shall be submitted by a Principal Investigator (PI) qualified to undertake the particular study. The PI is directly responsible for the ethical and scientific conduct of the research. Student applications shall be submitted under the responsibility of a supervisor involved in the oversight of the student’s work or in the student’s name, co-signed by the supervisor. The applicant should submit all documents required for ethical review of the proposed research. These may include but is not limited to: Principal Investigator’s Application for submission. Cover letter from head of the PI’s Institutions i.e. (Institutional Support letter for the study Confirmation letter from participating/collaborative institution involved in the study A statement that the researcher(s) agree to comply with ethical principles set out in relevant guidelines. Material Transfer Agreement (MTA) for shipment of specimen/biological materials (where applicable) Administrative Information on sponsors of the study Completed GHS-ERC administrative information form Completed GHS-ERC checklist Full Protocol with executive summary with the following attachments: Signed agreement between sponsor and PI (where applicable)
Operating Procedure, continued Set the output Press the modify button on the power supply. Use the to select “set point.” Press the modify button again. Turn the wheel knob to set the wattage. Using over 200 W is not permitted without permission from the machine administrator. the enter button to confirm and set the wattage. Set the gas flow Enable the flow: Press the button on the argon MFC. the button twice. Use the and buttons until the screen option “Change Valve Operation” is shown. Press the button. Use the button to select “Automatic.” Press the button. Use the button to select “Yes.” Press the button. Using the menu, set the desired flow of argon using the “Change Setpoint” option. the button to exit the menu. Disable the air flow: Press the button on the air MFC. Press the button twice. Use the and buttons until the screen option “Change Valve Operation” is shown. If the Valve Operation is already set to “Valve closed,” skip to step 5.3.10. the button. Use the button to select “Valve closed.” Press the button. Use the button to select “Yes.” Press the button. the button to exit the menu. Operating Procedure, continued