zilongwang/ReadingBank huggingface dataset:
CE6 1000+ Substation Name Substation Number Voltage Switchgear Switchboard Number Manufacturer Schneider Serial Number Type CE6 Protection CTs CT Ratio Relay Serial Number Protection Settings (specified by planner/designer) Overcurrent Settings Earth Fault Settings Setting Current Setting Current Curve Curve Time Multiplier Time Multiplier Highset Setting Current Highset Setting Current Highset Time Highset Time SEF Setting Current SEF Time Preliminary Checks () Visual inspection satisfactory (no visible signs of damage etc) satisfactory SF6 gas pressure satisfactory Functional/Interlock Checks () Open and close circuit-breaker switches cannot be operated when service selected Circuit-breaker cannot be operated when selected Open and close earth switches Test access cannot be opened when circuit-breaker in On and Off position Test access can be opened when earth switch closed Circuit-breaker cannot be operated when test access open
Figure 1 – Lucy Air Metering Unit Figure 2 – Lucy AMU Legend and Wiring Diagram on Rear of Terminal Box Cover Figure 3 – Lucy AMU Terminal Box Cover with Selected VT and CT Ratios (example only) Figure 4 – Lucy AMU Terminal Box with Cover Removed
Current Transformer Tests CT Insulation Resistance – 1kV Insulation Resistance Tester Check CTs isolated or HV dead () Measure the insulation resistance (D70 – D90 at terminal 10) M Disconnect CT star point earth (terminal 10) () Measure the insulation resistance (D70 – D90 at terminal 10) M Reconnect CT star point earth (terminal 10) () CT Polarity – Flick Test Open CT shorting-links (terminals 1 and 2) () Check L1 phase CT polarity – D11 at terminal 1 (+ve) to D70 at terminal 10 (-ve) () Check L3 phase CT polarity – D51 at terminal 2 (+ve) to D70 at terminal 10 (-ve) () CT Ratio Check – Primary Injection or Prevailing Load* Phase CT Ratio Primary Current CT Ratio Secondary Current Injected Primary Current* Calculated Secondary Current Term Measured Secondary Current Ratio Correct [A] [B] [C] [D = B / A * C] [E] [E = D] L1 200A 5A 50 / 100A A A 1-10 A () L3 200A 5A 50 / 100A A A 2-10 A () L1 400A 5A 50 / 100A A A 1-10 A () L3 400A 5A 50 / 100A A A 2-10 A () On completion of test ensure correct CT ratio low (200A) or high (400A) as specified by designer is selected () * Delete as applicable. CT Relationship to VT Output at Terminal Box L1 CT associated with L1 voltage ** () L3 CT associated with L3 voltage ** () ** If all CT and VT tests are correct the CT relationship to the VT is proven and the above can be ticked CT Burden Maximum CT burden per phase at metering unit terminal box 0.5 VA Maximum CT burden per phase at meter terminal box 7.5 VA Final Checks Reconnect metering multi-core cable (if disconnected) () If metering multi-core cable is not connected leave CTs shorted – close shorting links (terminals 1 and 2) ()
LV Cabinet with 800A Way – Test Connections Figure 1 – External Metering Terminal Box Figure 2 – Metering Terminals – Shorting Links Closed Figure 3 – Metering Terminals – Shorting Open Figure 4 – CT Terminal Block Figure 5 – CT Star Point Figure 6 – 800/5 CT Primary Injection (50A) on L1 Figure 7 – 800/5 CT Secondary Current Measurement (0.3A) LV Cabinet with ACB – Test Connections Figure 8 – External Metering Terminal Box Figure 9 – Metering Terminals – Shorting Links Closed Figure 10 – Metering Terminals – Shorting Links Open Figure 11 – Metering CTs and CT Terminal Block Figure 12 – CT Star Point Figure 13 – 1600/5 CT Primary Injection (50A) on Phase L3 Figure 14 – 1600/5 CT Secondary Current Measurement (0.15A)
LV Full Postal Address Import MPAN Export MPAN System Configuration 3-PHASE 4-WIRE Cut-out Serial Number CT L1 L2 L3 Location Serial Number ** Burden (output VA) ** VA VA VA Accuracy Class Make ** Type WOUND WOUND WOUND Available ** A A A Selected Ratio ** A A A Pole P1 Facing Distribution System? YES / NO * YES / NO * YES / NO * * Delete as applicable. ** Available from manufacturers test certificates. CT Insulation Resistance – 1kV Insulation Resistance Tester Measure CT insulation resistance M CT Check – Primary Injection or Prevailing Load* CT Ratio Primary Current CT Ratio Secondary Current Injected/ Measured Primary Current Calculated Secondary Current Measured Secondary Current Ratio Correct [A] [B] [C] [D = A / B * C] [E] [E = D] L1 A A A A A () L2 A A A A A () L3 A A A A A () * Delete as applicable. CT Polarity – Flick Test L1 CT polarity – S1 (+ve) to S2 (-ve) () L2 phase CT polarity – S1 (+ve) to S2 (-ve) () L3 phase CT polarity – S1 (+ve) to S2 (-ve) ()
Appendix 1: List of data submitted in support of the evaluation GLP/GEP Y/N Published Y/N Data Protection Claimed Y/N Annex Point Author Report Date Source Company Report No. Owner IIIA 6.<**> <Author> <Date> Biological Assessment Dossier <Product> <Applicant> <DocumentID> <Applicant> Appendix 2: GAP table(s) Crop and/ or situation (a) Country(s) Product code F G or I (b) or Group of pests controlled (c) Formulation Application Application rate per treatment PHI (days) (l) Remarks: (m) Type (d-f) Conc. of a.s. (i) method kind (f-h) growth stage & season (j) number min max (k) interval between (min) kg as/hL min max L/ha min max kg as/ha min max
Remarks: (a) For the EU and Codex classifications (both) should be used; where relevant, the use situation should be described (e.g. fumigation of a structure) (b) Outdoor or field use (F), glasshouse application (G) or indoor application (I) (c) e.g. biting and suckling insects, soil born insects, foliar weeds (d) e.g. wettable powder (WP), emulsifiable concentrate (EC), granule (GR) (e) GCPF Codes - GIFAP Technical Monograph No 2, 1989 (f) All abbreviations used must be explained (g) Method, e.g. high volume spraying, low volume spraying, spreading, dusting, drench (h) Kind, e.g. overall, broadcast, aerial spraying, row, individual plant, between the plants - type of equipment used must be indicated (i) g/kg or g/l (j) Growth stage at last treatment (BBCH Monograph, Growth Stages of Plants, 1997, Blackwell, ISBN 38263-3152-4), including where relevant, information on season at time of application (k) The minimum and maximum number of application possible under practical conditions of use must be provided (l) PHI - minimum pre-harvest interval (m) Remarks may include: Extent of use/economic importance/restrictions
What does high-quality early childhood education and care look like? Issue No. 022 The following information can be used by families choosing an early childhood education and care service for the first time, or by families who are already using a service. Early childhood education and care settings include family day care, long day care, kindergarten and occasional care. High quality early childhood education and care has many features, but three are critical: It is based on a genuine partnership between you and your child’s educator. Both you and the educator must be able to work with each other to support your child’s learning. It allows children time to through play – to explore and take part in a variety of learning experiences. It supports all aspects of your child’s learning and development – identity, community, wellbeing, learning and communication. Always in person Visit more than one service if you can. Don’t just rely on what other families say. Your child is unique and all families are different. Make sure the service is an approved service and is a service approval displayed. Do you feel welcome? Are the educators asking questions about your child and your family? Do they talk to your child? Are they interested in your questions and concerns? Are the educators warm and responsive when interacting with the children in their care? Do they ask the children questions? Do they listen to the children? Look at the children playing. Do they have a choice of fun and challenging learning opportunities? Is there space for the children to play with others or alone? Are there spaces where children can go to be quiet? What does the physical environment tell you? Does the environment appear to reflect the lives and cultures of the children who use the service? Is there a diversity of artwork where children have clearly been encouraged to make their own decisions about what to draw or paint? Are the outdoor and indoor spaces welcoming and suitable for children? Are the buildings, furniture, equipment and resources safe and well maintained? Ask lots of questions! What is their rating against the National Quality Standard? Is the rating displayed? How long have staff been at the service? A quality program will offer a consistent, caring relationship between staff and your child. If there is a high turnover of staff or high numbers of relief staff, ask why. How will the educators work with you as partners in your child’s learning? How will they include your child’s interests in the broader educational program? How will they tell you about your child’s
Make clear what you want. “Please sit on your chair” tells the child what behaviour you want. “Stop bouncing around” does not. Do you need to say it more than once? Trust that your child has heard you and will do what you want. In some cases you will need to give a reminder or to follow through by helping your child. (But try to avoid nagging and criticising.) Think ahead and reduce the chance for conflict. If friends are coming to play, put your toddler’s favourite toy away and have a range of play things available. If you don’t want your toddler to play with the TV remote control, move it! Give your child choices. Begin with choosing between one to three options; be careful not to overwhelm very young children with too much choice. This gives them some control (which they need) and can minimise conflict. If you choose to use reward charts for your older child (between 3 – 8 years), use them with care, the consequences of their actions should mean more than stars on a chart. The Raising Children website has an information sheet on how to use star and reward charts. (See related links.) If you do have concerns about your child’s behaviour, always ask your child’s maternal and child health nurse, doctor or educator for advice and support. Related links Kids Matter’s: Raising Children’s: You may also like to read You may also like to read other titles in this series: Supporting your child to make decisions ‘I can do it’: Encouraging your child’s independence Building your child’s resilience Other related newsletters can be found at
Ecosystem Game! SVS3E Astolot Educational Centre We have learned about several natural and human activity systems and cycles. In this activity, you will work independently to create a game about one or more of the systems and cycles you studied. Procedure: List the natural and activity systems and cycles you studied in this section Brainstorm and list different types of games you have played (such as bred games, card games and puzzles) Decide which system and cycle you will use to create your game and what type of game you will create. Discuss and record the rules for your game. Design and create the materials you need to play the game Present it to the class. Rubric: L1 L2 L3 L4 Knowledge/ Thinking Knowledge of eco/ human systems missing – no proper terms used Knowledge of eco/ human systems is limited – some terms used Knowledge of eco/ systems shown – proper terms used Knowledge of eco/ human systems clearly shown – proper terms used Understanding Understanding of eco/ human systems is missing – improper use of information Understanding of eco/ human systems limited shown – some use of information Understanding of eco/ human systems shown – proper use of information Understanding of eco/ human systems clearly shown – proper use of information Communication little organization to the game Organization is lacking Organization is easy to follow and understand Organization is well done – easy to follow game Application Knowledge was rarely applied Knowledge was sometimes applied Knowledge is applied in a complete game Knowledge is applied in a fun, logical game
Sample Emergency Care Plan for Unlicensed School Personnel: ASTHMA Name: DOB: Gender: M F Teacher/HR: Grade: Date: Emergency Contact Information Name Relationship Phone Parent/Guardian Other- List relationship ___________________ Home:___________________________ Cell:_____________________________ Work: Parent/Guardian Other- List relationship ___________________ Home:___________________________ Cell:_____________________________ Work: Asthma triggers for this student (Except for exercise, please minimize student exposure to triggers when able): Strong Odors Mold Smoke Temperature Changes Animal (Specify): Exercise Exhaust Fumes Respiratory Infections Other (Specify): Pest Urine/Droppings Laughing/Crying WATCH for any of the following signs of an asthma episode TAKE THESE ACTIONS when you see any of the signs listed Difficulty walking or talking, whispers Stops playing or cannot participate in activities Complains of neck feeling funny or something stuck in their throat or frequent throat clearing Coughing frequently Appears anxious or restless Sits or stands hunched over Difficulty breathing, gasping, flared nostrils, audible wheezing sounds with breaths Lips or fingernails are blue or grey Call for at:__________________ Never leave student unattended Assist student to take own quick relief medicine if available If nurse is not available or if student does not improve after using own medicine – call 911 or call for emergency transportation in accordance with district policy Notify parent/guardian This plan was developed by the School Nurse (RN) below and reviewed with staff members. School Nurse Name: Date: School Nurse Signature: Copy to Parent (Optional) School Nurse Phone Contact:
European workers and unions. What factors – whether internal or external to labour INGOs, internal or external to national unions, internal or external to regions of Europe, internal or external to EU institutions, or, indeed, in the dynamics between any of these – have restricted intra-European labour solidarity with southern European unions and workers? Why the drop in INGO-led campaigning by comparison to the 1990s and 2000s? This panel seeks to interrogate European labour internationalism today and yesterday in the hope of theorizing it for tomorrow. To broach these questions, the Politics and Labour Network (Italy) welcomes a range of methods and perspectives: case studies, comparative studies, historical studies, legal studies, institutional analysis and contentious politics approaches, among the many. It is hoped that the panel’s contributions will lay the basis for a publication. DEADLINE FOR ABSTRACTS: 25 January 2014 Please send abstracts to the Politics and Labour Network (Italy) Coordinator: antonina.gentile@unimi.it
CLASS C fire = flammable gases ADDITIONAL NOTES: All stored pressure ABC dry powder extinguishers have a Class A/Class B fire rating. All stored pressure BC dry powder and CO2 extinguishers only have a Class B fire rating. Most, but not all, aqueous film forming foam (AFFF) extinguishers have a Class A/Class B fire rating. Some small-capacity AFFF extinguishers only have a Class B rating. CO2 extinguishers are not to be provided for living spaces. Halon extinguishers are the subject of an international ban, are illegal to have on board and are no longer to be considered as part of the specified number of portable fire extinguishers. Current DEFRA advice is for owners to contact the supplier or the local amenity waste site operator to arrange for an environmentally-friendly disposal. A CE mark on a portable fire extinguisher relates to the Pressure Equipment Directive (PED). Conformity with the PED does not give any assurance of manufacture or performance testing, also known as attestation, to EN 3, the recognised manufacturing standard. APPENDIX – PRESSURE SYSTEM INSPECTION CERTIFICATES The inspection certificate is actually a detailed report of an examination of a pressure system which may involve a number of stages and tests and the report may be issued in two parts. There is no set format for the report although HSE does publish a model form, the reports are issued by organisations (often an insurance company) and professional independent competent persons. In all cases the reports will be signed by a person with a title such as: surveyor. A report will be issued whatever the state of the boiler as its purpose is to tell the owner what is wrong as well as what is right. The existence of a report does not mean, therefore, that the boiler is in a satisfactory state to be used, so it must be read carefully. REPORT ASSESSMENT You must be assured of the following: has the examination been carried out by a competent person; and, does the report indicate satisfactory condition? COMPETENT PERSON Any person issuing a report on behalf of one of the following may be accepted as competent: insurance companies examination firms SBA Services Ltd Northern or Southern Federations of Model Engineering Societies
RESEARCHER COLLABORATION / PLACEMENT PROPOSAL FORM INFORMATION: Name: Email address: Telephone: University: Department: Host Supervisor(s): Research Group: (if applicable) Organisation: PROPOSED RESEARCH TITLE AIMS & OBJECTIVES (<500 & (<500 (<200 WHICH RESEARCH THEMATIC AREA(S) DOES THIS EXCHANGE ALIGN WITH?
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The workshop is suitable for who already have some experience of statistical analysis and who wish to be able to interrogate their data further using statistical modelling. To register a please email or Tel: 0131 537 3355 Introduction to Mixed Models 28 June 2018 (1330-1630) Seminar Room, Edinburgh Clinical Research Facility, Western General Hospital, Edinburgh This workshop will provide an introduction to mixed (or multilevel) models and emphasise their practical application to medical data with particular reference to clinical trials. Mixed models are a useful tool for situations where there is more than one source of random variation (e.g. between and within patients) or a pattern of correlation between observations. Conventionally medical data is analysed using fixed effects models (e.g. ANOVA, regression, general linear models, logistic regression), however benefits may often be gained by using a mixed model. For example: allowance can be made for the correlations occurring between repeated observations on the same patient even if there are missing values; in hierarchical datasets (e.g. patients grouped within hospitals) standard errors are more appropriate and incorporate all sources of variation; in some situations more accurate estimates will be achieved compared to a fixed effects model. The workshop will be most useful to those who already have some knowledge of statistical modelling techniques and wish to expand their knowledge to encompass mixed models. Attendance at the preceding Introduction to Statistical Modelling workshop is recommended for those requiring a recap on classical statistical modelling methods. To register a please email or Tel: 0131 537 3355 Student Rate (Matriculation Card Required) £24 NHS/Uni Early Bird Rate paid before 17 May 2018 £36 NHS/Uni Rate paid after 17 May 2018 £48 NRS Introduction to Good Clinical Practice (GCP) 21 August 2018 (0930-1630) Arthur Seat Room, Postgraduate Education Centre, Royal Infirmary Edinburgh This one day course is designed either for those who have not studied Good Clinical Practice (GCP) before or those who have studied it more than two years ago. It is presented very much as a practical introduction to the subject and consists of a mixture of a FREE for NHS/Uni to attend Registration required
‘Children and Young People have the right to’ speak up and have their opinions listened to and be taken seriously by adults on things that affect them. 13 - freedom of expression ‘Children and Young People have the right to’ say whatever they believe as long as it does not harm or offend other people. They also have the responsibility to respect the rights and freedom of others. 14 - freedom of thought, belief and religion ‘Children and Young People have the right to’ to choose their own religion and beliefs. Their parents should help them think about this. 16 - to privacy ‘Children and Young People have the right to’ their own space and privacy. For example, they shouldn’t have their personal letters opened or anyone listening in to their personal phone calls. 17 - access to information; mass media ‘Children and Young People have the right to’ access information which is important to their wellbeing. Adults should help them find information they are looking for and make sure it’s not harmful. 18 - parental responsibilities and state assistance ‘Children and Young People have the right to’ both parents having the main responsibility to bring them up and should always consider what is best for them. 30 - the right to learn and use the language, customs and religion of their family ‘Children and Young People have the right to’ enjoy their own culture, use their own language and practise their own religion. Responsible 3 - best interests of the child ‘Children and Young People have the right to’ have their interests considered if a decision is being made by any person about them. What is best for them is what matters. 12 - respect for the views of the child ‘Children and Young People have the right to’ speak up and have their opinions listened to and be taken seriously by adults on things that affect them. 14 - freedom of thought, conscience and religion
Other (please specify below) 2.3. Please provide a list of up to 15 clinical trials where your unit is providing data management (currently or within the last 12 months) that illustrate your unit's involvement in investigator initiated trials (IITs), and multi-centre and multi-national trials. Short title Indication / Number Num. of Num. of eCRF? disease area patients centres countries YES/NO IIT?
Answer Key Species Number of that Species Divided by Total number of all species Equals X 100 = Relative Abundance % 27 60 .45 100 45% 13 60 .22 100 22% 5 60 .08 100 8% 8 60 .13 100 13% 4 60 .07 100 7% 3 60 .05 100 5%
Enhancing Clinical Research Professionals’ Training and Qualifications Training Gaps by Competency Domains Domain Competency Working Groups were asked to identify training that met the competencies and to highlight training gaps that exist. One hundred and fourteen training gaps were identified among the 9 competency domains. Of these, 5 primary categories were identified. These included A) training that is needed but doesn’t currently exist; B) existing training that is not adequate; C) certification, documentation of skill, or formal assessment needed; D) a core training curriculum needs to be defined and/or developed; and E) not enough training at a level for clinical research coordinators. The number of gaps in each category is shown below. Overwhelmingly, the groups concluded that training does currently exist for most competency domains, but is not adequate. Some groups emphasized the need for certification for research team members prior to conducting clinical trials. In addition, groups noted the lack of comprehensive training for CRCs. Competency Domain A Training doesn’t exist (# gaps identified) B Existing training is not adequate (# gaps identified) C Certification, documentation, or formal assessment is needed (# gaps identified) D Core training curriculum needs to be defined/developed (# gaps identified) E Not enough training for CRCs (# gaps identified) Gaps Identified per Work Group Scientific Concepts & Research Design 3 6 5 2 3 19 Ethical & Participant Safety Considerations 2 1 0 0 0 3 Investigational Products Development & Regulation 4 11 1 0 0 16 Clinical Trials Operations (GCPs) 11 20 0 0 0 31 Study & Site Management 1 11 0 0 5 17 Data Management &Informatics 4 8 0 0 0 12 Leadership & Professionalism 5 0 2 0 0 7 Communication 6 2 0 0 1 9 Teamwork 0 0 0 0 0 0 TOTAL 36 59 8 2 9 114
Notify all appropriate offices and administrators when certifying official indicates changes of committed effort within ECRT, to ensure proper allocation of effort to the appropriate Administrative Procedure: ECRT pre-fills effort certification statement On a weekly basis OIT Staff oversee the transfer of payroll information from DEFINE into the Effort Certification and Reporting Tool (ECRT). This data is used in ECRT to pre-fill effort cards for each non-hourly employee with effort on a sponsored project. ECRT notifies effort coordinators When the effort are ready to be reviewed, ECRT sends an email to all employees assigned the effort coordinator role alerting them that the effort cards are available. Effort coordinators are asked to use the four weeks from the date of the ECRT email to the opening of the certification period to review all effort cards in their area of responsibility and make any appointment changes necessary that may be identified by the PI/Researcher or GCS. The effort coordinator should review each pre-filled effort card and revise any incorrect information. Researchers review effort statements and certify their effort At the opening of each certification period in April and October, ECRT sends a notice to the Primary Individual that the effort card is ready to be reviewed and certified. Upon notification of the opening of the certification period, the primary individual will review the effort card to verify that the payroll and cost share information is correct and then click "Certify" to certify the effort card. If primary individuals are unable to certify their effort card, the principal investigator or approved alternate with a suitable means of verification can certify for the primary individual. Oversight The Office of Research Administration will work closely with Effort Coordinators to ensure that all effort cards are certified within 90 days of the opening of the certification period. Faculty that have not certified effort cards within this period (who are not experiencing technical difficulties with the system) will receive a memo from the Office of Research Administration advising of the non-compliance. Continued non-compliance with UT Arlington’s policy on effort certification can result in any or all of the following actions:
Foundation for High Blood Pressure Research Early Career Research Transition Grants Application Form This form is to be completed for consideration of a Foundation for High Blood Pressure Research Early Career Research Transition Grant. It should be completed with reference to the Information For Applicants Document. Applicants must adhere to the guidelines on acceptable font and maximum characters It is the responsibility of the applicant to ensure that the application is complete and accurate Electronic applications must be in the format of one complete PDF named SURNAME_2017 FHBPR Seeding Grant Application The electronic file must be submitted by to by 5pm of the advertised close date (Monday 5 November 2018) Name Surname Supervisor Laboratory Institution Year PhD awarded Relevant Career transition: Relevant dates of transition or interruption: I am a member of the High Pressure Research Council of Australia Yes No Email Telephone
convened by U.S. Department of Education, U.S. Department of Health and Human Services). This presentation described both policy and practice when addressing the essential components, benefits, and challenges to implementing RTI in early childhood settings. The presentation also provided a description of the Recognition & Response and the Center for Response to Intervention in Early Childhood websites. Web Address: Roadmap to Pre-K RTI: Applying Response to Intervention in Preschool Settings Webinar Handouts (May 20, 2009). The webinar provided an overview of the publication from the National Center for Learning Disabilities, Roadmap to Pre-K RTI: Applying RTI to Preschool Settings. Audience for this webinar includes early childhood experts, policy makers, advocates, and any others who seek to gain an understanding of RTI components in order to develop their own RTI implementation plan. Web Address: ‘Virtual Visit”: A Preschool Example of RtI in Action: The RtI Action Network has developed a video that features Prairie Children Preschool in Aurora, Illinois, which has been successfully RTI for several years. Listen to Principal LuAnn Shields and her staff as they discuss the reasons they have designed their program they way they have, how they use data to make decisions and how they involve parents in throughout the process of RTI implementation. Web Address: or on Youtube at www.youtube.com/user/RTIActionNetwork. Recognition & Response: Pathways to School Success for Young Children Web Address: This website is funded by grants from the Emily Hall Tremaine Foundation and Cisco Systems Foundation and is managed by the National Center for Learning Disabilities, with program partners from other national and state organizations. The website provides information about R&R; strategies, tools, and resources to facilitate effective implementation; technical assistance in support of R&R implementation; and access to additional information and resources. Center on the Social and Emotional Foundations for Early Learning (CSEFEL) Web Address: CSEFEL is funded by the Office of Head Start and Child Care Bureau to disseminate evidence-based practices and research to early childhood programs. This website provides extensive training materials, videos, and print resources for the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children, a tiered
Dips served with healthy ‘dippers’ are a great snack for children. They’re a fun way to add extra flavour to the menu, and to make sure children get more fruit and vegetables. Delicious dips Healthy dippers Creamy corn and tuna Mix tuna with creamed corn. Add ricotta cheese for a smoother texture. Chickpea and beetroot Make a colourful and fun dip by blending chickpeas with baby beetroot. Add lemon and garlic for extra flavour. Sweet potato and salmon Boost intake of vegetables, fish and cheese with this simple recipe. Pineapple and yoghurt Mixed crushed pineapple and natural yogurt. Serve with a selection of fruit dippers. Tzatziki Yoghurt and cucumber make a delicious combination. This is a favourite with kids. Hummus A traditional favourite that is lactose free, milk protein free, soy free and egg free. Savoury dippers Carrot sticks (lightly steamed) Cucumber sticks Green beans Raw zucchini sticks Capsicum sticks Broccoli florets (lightly steamed) Celery sticks Cherry tomatoes Sweet potato (lightly steamed) Wholegrain pita wedges (toasted) Wholegrain rice crackers and/or rice Multigrain crispbread Fruit dippers Apple and pear wedges (sprinkle with cinnamon for extra flavour) Berries Banana slices Mandarin and orange segments (pips removed) Kiwi pieces Seedless grapes (cut in half for young children) Nectarine slices Fruit skewers
put into practice. Consulting a nutrition professional can help ensure the policy has the appropriate nutrition emphasis. Contact the Healthy Eating Advisory Service on 1300 22 52 88 or email for advice from our experienced nutritionists and dietitians. Remember: Children are also important stakeholders who need to be considered, even if they cannot officially take part in a working group. STAGE 2 Reviewing current practices and identifying needs Identify day-to-day practices relevant to food and nutrition These may form the basis for the policy. If your service currently has a food below). Ask the service’s community for input Inform all staff and families that a nutrition and healthy eating policy is being developed and provide an opportunity for everyone to contribute. STAGE 3 Writing the policy Summarise findings and prepare a draft policy Use the Healthy Eating Advisory Service’s checklist, What to include in a nutrition and healthy eating policy, as well as other relevant resources to develop an agreed picture of what makes an ideal health promoting food and nutrition service for early childhood services. Resources to consider may include: Australian Dietary Guidelines Infant Feeding Guidelines National Quality Standard for Early Childhood Education and Care Food allergy and intolerance Menu planning guidelines for long day care Get Up and Grow: Healthy eating and physical activity for childhood Achievement Program resources this information, draft a policy document that is clear and easy to follow. Be sure to include any requirements prescribed by state or national licensing and accreditation authorities. Circulate the draft policy to key stakeholders and invite feedback Invite staff and families to comment on the draft policy before it is put into practice. Make any necessary changes according to the feedback received. 4 Implementing the policy Put the new policy into practice: inform all staff, parents and families about the new policy and display it in clear view.Make any changes required according to the goals and strategies set out in the policy document, and ensure that your service is now operating according to each of the policy statements. Some training and professional development or dedicated work time may be required to assist staff members in implementing some of the changes. Identify any practices that are not consistent with the policy, as well as any barriers. Work out ways to overcome the barriers in order to put the policy into practice.
Ingredients that indicate the presence of fish Antipasto Dips Oyster sauce Fish sauce Fish stock Marinara sauce Fish gelatin Canned spreads (fish paste) Caesar (anchovies) Salad dressings (anchovies) Caesar salad dressing Pescatore sauce Sushi Surimi Greek dishes Bouillabaisse Worchester sauce Products fortified with omega 3 Anything from a fish and chip shop (cooked in oil used to cook fish) Shellfish allergy Avoiding shellfish Shellfish allergy can be an allergic reaction to any one or more of the following: Shellfish that commonly cause an allergic response Prawns Crayfish Mussels Yabbies Scampi Cockle Garden slugs and snails Shrimp Abalone Octopus Sea snails Sea slugs Marron Morton bay bugs Lobster Clams Crab Cuttlefish Scallops Abalone Molluscs Oyster Squid Calamari Barnacles Balmain bugs People allergic to shellfish should avoid all seafood in this group but not necessarily fish. Label reading Check the labels of the following foods, as they may contain shellfish: Ingredients that indicate the presence of shellfish Bouillabaisse Prawn crackers Fish stock Seafood extender Asian soups and dishes Squid ink Scampi fries Cuttlefish ink Oyster sauce Seafood/marinara pizza Fish sauce Seafood flavouring Marinara sauce Pescatore sauce Pet or fish food References: Dietary Avoidance – Fish Allergy, Australasian Society of Clinical Immunology and Allergy, 2013, . Dietary Avoidance – Shellfish Allergy, Australasian Society of Clinical Immunology and Allergy, 2013, .
Grain (cereal) foods Offer 2 children’s serves of grain (cereal) foods per child per day. E.g. for 5 children you need to provide 5 slices of bread AND 150g of pasta to provide enough for each child. What is 1 children’s serve? 5 children 10 children 20 children 30 children 40 children 50 children 60 children Bread (all types) 1 slice (40g) 5 slices (¼ loaf) 10 slices (½ loaf) 20 slices (1 loaf) 30 slices (1 ½ loaves) 40 slices (2 loaves) 50 slices (2 ½ loaves) 60 slices (3 loaves) Pita ½ large pocket (40g) 2½ pockets (200g) 5 pockets (400g) 10 pockets (800g) 15 pockets (1.2kg) 20 pockets (1.6kg) 25 pockets (2kg) 30 pockets (2.4kg) Breakfast cereal flakes 30g 150g 300g 600g 900g 1.2kg 1.5kg 1.8kg Breakfast cereal (wheat biscuits) 2 Weetbix™ 10 Weetbix™ 20 Weetbix™ 40 Weetbix™ 60 Weetbix™ 80 Weetbix™ 100 Weetbix™ 120 Weetbix™ Bread roll ½ medium 2½ 5 10 rolls 15 rolls 20 rolls 25 rolls 30 rolls Pasta/noodles/ rice/cous cous 30g dry 150g 300g 600g 900g 1.2kg 1.5kg 1.8kg Flour ¼ cup (35g) 1¼ cups (175g) 2½ cups (350g) 5 cups (700g) 7½ cups (1.05kg) 10 cups (1.4kg) 12½ cups (1.75kg) 15 cups (2.1kg) Cracker biscuit/ bread 35g 175g 350g 700g 1.05kg 1.4kg 1.75kg 2.1kg Crumpet/ English muffin 1 crumpet/ small muffin 5 10 20 30 40 50 60
The incidence of food allergies young children in Australia has increased significantly over the past 10–15 years, now affecting up to 10% of Australian infants. The reasons for this increase are not fully understood, although environmental changes such as exposure to bacteria and pollutants, and changes in diet have been suggested as contributing factors. The Department of Education and Training outlines requirements for first aid, anaphylaxis management and emergency asthma management in early childhood services under the Education and Care Services National Regulations 2011. Visit for more information. Food allergy A food allergy is an immune reaction to a protein in a particular food, such as cow’s milk protein or egg protein. Symptoms of food allergy can include stomach or bowel problems (including reflux, colic, vomiting, diarrhoea), skin rash, eczema, hives, breathing difficulties (such as asthma and wheezing), as well as itching, burning and swelling around the mouth. There are 2 types of food allergy – immediate (IgE mediated) and delayed (non IgE mediated). IgE mediated means the IgE allergy antibodies are a cause of the allergic reaction. This type of reaction is the most common type of food allergy with symptoms including hives, redness of the skin, vomiting and in more severe cases anaphylaxis. Symptoms of IgE mediated food allergy often occur rapidly (within a few hours) after eating the food that has triggered the reaction. A reaction can occur after eating only a small amount of the trigger food and can be life threatening. Non IgE mediated food allergies are caused by other parts of the immune system but the exact mechanism is not well understood. This type of allergy mainly affects the bowel and the skin. Symptoms develop hours after eating the food and can be dose-dependent. Non IgE mediated food allergies are rarely life threatening but can lead to lead to failure to thrive in young children. Common food allergens cow’s milk eggs soy
(Name of centre) winter menu 1 FRIDAY Choose from: Wholegrain cereals (wheat biscuits, dried fruit and flake mix), porridge and wholemeal toast with healthy toppings, served with milk and water MORNING TEA Food Fresh fruit platter (apples, oranges, kiwi, bananas) Yoghurt with canned peaches in natural Rainbow platter (banana, mandarins, pear, cucumber, red capsicum) Fresh fruit platter (oranges, bananas, kiwi) Cheese cubes Rainbow platter (banana, mandarins, pear, beans, celery, red capsicum) Drink Milk and water Milk and water Milk and water Milk and Milk and water Food (include ingredient details) (Main ingredients: lean beef onion, carrot, zucchini, lentils, tomato, wholemeal pasta) with green salad and wholemeal bread (Main ingredients: egg, tuna, broccoli, sweet corn, potato, bread, lettuce, tomato) (Main ingredients: lean beef mince, onion, capsicum, chickpeas, kidney beans, tomato, brown rice) (Main ingredients: chicken, spinach, pumpkin, rice) served with a platter of multigrain sandwiches: Tuna, corn, sliced tomato Egg and mayonnaise, lettuce and red capsicum Roast beef, grated carrot and sliced cucumber Drink Water Water Water Water
beans, cucumber, red capsicum) bananas, pears) tomatoes and cheese broccoli, carrots, red capsicum) served with yoghurt dip Drink Milk and water Milk and water Milk and water Milk and water Milk and LUNCH Food (include ingredient details) (Pork mince wrapped in lettuce) (Main ingredients: pork mince, rice noodles, cabbage, carrot, peas, green beans, lettuce) with wholemeal pasta (Main ingredients: lean beef, mushroom, carrot, celery, potato, natural yoghurt, wholemeal pasta) with wholemeal couscous (Main ingredients: chickpeas, cauliflower, carrot, zucchini, natural yoghurt, couscous) with brown rice (Main ingredients: beef, cabbage, carrot, capsicum, broccoli, brown rice ) with wholemeal bread and garden salad (Main ingredients: tinned tuna, potato, corn, lettuce, tomato, cucumber) Drink Water Water Water Water Water AFTERNOON TEA Food with ricotta spread and a fresh kiwi and passionfruit topping and toppings (cream cheese, sliced tomatoes, celery) and a savoury platter (rice cakes, celery sticks, cherry tomatoes, ) Stewed fruit (apples, pears, rhubarb, lemon juice, cinnamon) Greek yoghurt (100mL) Wholegrain crackers with Drink Milk and water Milk and water Milk and water Milk and water Milk and water
Late snack Breast milk or infant formula (cooled boiled tap as required) Drinks: breast milk, infant formula, cooled boiled tap water (as required) Wholemeal fingers and cheese Drinks: breast milk, infant formula, cooled boiled tap water Wholemeal fingers and cheese Drinks: breast milk, infant formula, cooled boiled tap water Wholemeal cheese sandwiches water
Table 2: Foods, drinks and textures from birth to 1 year Age Texture Food and examples Birth – around 6 months Liquids only Breast milk, infant formula Around 6 months – 8 months Mashed, progressing to minced and Breast milk, infant formula cooled boiled tap water (as required) Iron-fortified infant cereals Cooked, finely chopped or pureed meat/chicken/fish, minced beef/lamb/pork Mashed tofu/beans/chickpeas Mashed hard boiled or scrambled egg Mashed cooked vegetables (e.g. pumpkin, potato, potato, zucchini, carrot, broccoli, cauliflower, peas, spinach). Ensure these are not mashed together Mashed soft fruit (e.g. banana, avocado) or cooked fruit (e.g. apple, pear, apricot)
bread (e.g. wholemeal sliced bread or flat bread) AND a food containing protein such as eggs, chicken, tuna, cheese, hummus, beans or cold roast meat AND a vegetable (e.g. lettuce, tomato, grated carrot, avocado, cucumber). If sandwiches are provided for the main meal on multiple days per week, the source of protein is varied. Fruit Tick if meets guideline Fruit is provided each day. The menu includes a variety of fruit: At least 2–3 different types each day. At least 5 different types each week. 2–3 types of fruit per day 5 types of fruit per week Dried fruit is not offered more than once per week. Vegetables and legumes/beans Tick if meets guideline Vegetables and/or legumes/beans are provided each day The menu includes a variety of vegetables and legumes/beans: At least 2–3 different types each day. At least 5 different types each week. 2–3 types of vegetables per day 5 types of vegetables per week Milk, yoghurt, cheese and/or alternatives Tick if meets guideline Milk, yoghurt, cheese and/or alternatives are provided twice per day. Full fat varieties of milk, yoghurt, cheese and/or alternatives should be used for children less than 2 years. Reduced fat milk, yoghurt, cheese and/or alternatives are suitable for children over 2 years of age. sour cream and butter are not substitutes for milk, yoghurt and cheese. Grain (cereal) foods Tick if meets guideline Grain (cereal) foods are provided twice per day.
Ingredients 6 serves 25 serves 60 serves Tuna (canned in spring water) 70g 300g 750g Creamed corn (canned) 120g 500g 1.2kg 1 = approximately 30g (1 heaped teaspoon) Method Partially drain the tuna. Mix creamed corn and tuna together until well combined. Serve with vegetable sticks or wholegrain crackers. This recipe adds from the following food groups to the menu: meat/alternatives vegetables The nutritional information provided is based on the exact ingredients and method as shown. Any variation/s to the ingredients or method may alter the nutritional outcome.
Cape Verde Inventory of all protocols and conventions signed by Cape Verde Parliament to confirm status of international instruments Ensure translation of documents into Portuguese Hold sensitization workshop for parliamentarians and other decision makers National Civil Defence Agency and Red Cross to ensure dissemination of information at all levels Request ECOWAS experts to assist in activities Cape will carry out Chad Share the workshop’s documents with relevant ministries to begin conversation on the development of regulatory frameworks Coordinate with Ministry of Foreign Affairs Recommend that report of this workshop communicated to Executive Secretariat of CEMAC like to see a consultative framework for disaster management between ECOWAS and CEMAC Cote d’Ivoire [Creation of appropriate inter-sectoral platform Prepare decree on establishment of above platform Submit report of this workshop to the platform, and hold workshop] Capacity building to address disaster management issues Encourage platform to disseminate information to all members and stakeholders ECOWAS disaster management policy to be distributed to all member states to facilitate implementation Gambia October: Prepare report of the workshop and present it to all partners in country - ECOWAS current status of preparedness is known in country November: Meeting and briefing of the legal representatives of national disaster management agency, GRCS, MOH, TANGO and a representative from the ~Ministry of Justice on the legal instruments on disaster Management Dec – March: Research on the gap that exist between the domestic laws and international instruments Call for international meeting to harmonise all the response tools within the region for effective and efficient response to disasters. Explore south to south cooperation for partners in disaster management to facilitate learning, experience sharing and response Expedite the documentation process of EERT deployment learning from organisations (UN, IFRC) Ghana Facilitate passage of new disaster management Bill passing through government at the moment Strengthen collaboration with national stakeholders Assist National Red Cross capacity of parliamentary sub committee on disaster law Strengthen community capacities for disaster response and resilience Increase info sharing between partners at national level Encourage ECOWAS to promote MOUs between neighbouring countries Encourage ECOWAS to create regional inventory of capacities, as precursor to MOUs ECOWAS to help build capacities of national stakeholders Use disaster management as a tool for national development Facilitate work Broaden training programs