zilongwang/ReadingBank huggingface dataset:
Although the overall injury rate was steady, the number and rate of injuries associated with falling TVs increased significantly by 125.5% and 95.3%, respectively, during the study period. In addition, there was a significant 344.1% increase in the number of injuries associated with a TV falling from a dresser/bureau/chest of drawers/armoire during 1995–2011. Conclusions: The rate of pediatric injuries caused by falling TVs is increasing, underscores the need for increased prevention efforts. Prevention strategies include public education, provision of TV anchoring devices at the point of sale of TVs, TV anchoring device distribution programs, strengthening of standards for TV stability, and redesign of TVs to improve stability. 5. Charting Progress for Babies in Child Care – Policy Framework CLASP. (2013). Charting progress for babies in child care - policy framework. CLASP. Retrieved from EXCERPT: The foundation of CLASP's Charting Progress for Babies in Child Care Project is a Policy Framework comprised of four key principles describing what babies and toddlers in child care need and 15 recommendations for states to move forward. CLASP developed this Policy Framework with ZERO TO THREE in the first year of the project, based on interviews with over one hundred leaders around the country. * 6. Time for Bed: Associations with Cognitive Performance in 7-Year-Old Children: A Longitudinal Population-Based Study Kelly, Y, Kelly, J., & Sacker, A. (2013). Time for bed: associations with cognitive performance in 7-year-old children: a longitudinal population-based study. Journal of Epidemiology and Community Health. ABSTRACT: Background: Little is known about the links between the time that young children go to bed and their cognitive development. In this paper we seek to examine whether bedtimes in early childhood are related to cognitive test scores in 7-year-olds. Methods: We examined data on bedtimes and cognitive test (z-scores) for reading, maths and spatial abilities for 11 178 7-year-old children from the UK Millennium Cohort Study. Results: At age 7, not having a regular bedtime was related to lower cognitive test scores in girls: reading (β: −0.22), maths (β: −0.26) and spatial (β: −0.15), but not for boys. Non-regular bedtimes at age 3 were independently associated, in girls and boys,
% Change Number of Jobs Illinois 0.20 1,900 RMW -0.02 -600 Nation 0.24 51,000 Education & health June 2018 - July 2018 June 2018 - July 2018 % Change Number of Jobs Illinois -0.14 -1,300 RMW 0.02 700 Nation 0.09 22,000 Leisure & hospitality June 2018 - July 2018 June 2018 - July 2018 % Change Number of Jobs Illinois 0.32 2,000 RMW 0.32 6,500 Nation 0.24 40,000 Services June 2018 - July 2018 June 2018 - July 2018
SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY 1 JHS: Submission of TQ Submission of 1st Quarter TVET, TLE and Computer Test Questions and Rubrics TVET-TLE Departmental Meeting #3, 4:30PM-5:10PM, TVET-TLE Coordinator's Office TVET CG on Self - Esteem Ma. Pilapil Hall 2 Submission of 1st Quarter TVET, TLE and Computer Test Questions and Rubrics TVET-TLE Departmental Meeting #3, 4:30PM-5:10PM, TVET-TLE Coordinator's Office TVET CG on Self - Esteem Ma. Pilapil Hall 3 Submission of 1st Quarter TVET, TLE and Computer Test Questions and Rubrics TVET-TLE Departmental Meeting #3, TVET-TLE Coordinator's Office TVET CG on Self - Esteem 5:30PM-6:50, Ma. Pilapil Hall 4 ILFP: Grade 7 & TVET Monday courses Reachout & Grade 7 Recollection KAAGAPAY Session Submission of 1st Quarter TVET, TLE and Computer Test Questions and Rubrics TVET-TLE Departmental Meeting #3, 4:30PM-5:10PM, TVET-TLE Coordinator's Office 5 SESSION Sayaw Lasalyano Rehearsal, Performing Arts Hall 6 7 JHS TLE 1st Quarter Practical Test SC: Start of Bringing-in of Scrap Materials – 1st Quarter, Gate 6 TVET-TLE Departmental Meeting #3, 4:30PM-5:10PM, TVET-TLE 8 JHS TLE and Computer 1st Quarter Practical Test Calendaring of Activities for the Month of September, 1:30PM, Faculty Room ILFP: LCV 9 JHS Computer 1st Quarter Practical Test Faculty Association Officers Meeting No. 4, SJWB Rm 204 10 PDL Meeting #3, 4:30PM, PDL Office 11 JHS TLE 1st Quarter Practical Test 12 5:30PM-
Coordinator's Office Module Day 8:25PM-9:00PM 13 14 JHS 1st Quarter Consultation Day TVET 1st Quarter Examinations Submission of 2nd Quarter TVET, TLE and Computer SPC 15 JHS 1st Quarter Exams TVET 1st Quarter Examinations Submission of 2nd Quarter TVET, TLE and Computer SPC 16 JHS 1st Quarter Exams AAC: Submission of CAN Program of Activities TVET 1st Quarter Examinations Submission of 2nd Quarter TVET, TLE and Computer SPC Support Staff Meeting with the Principal #4, 1:30PM 17 JHS 1st Quarter Exams TVET 1st Quarter Examinations Submission of 2nd Quarter TVET, TLE and Computer SPC Professional Development Session for SLIs, 8:10PM-9:00PM 18 JHS 1st Quarter Exams FA: Faculty Fitness Activity 19 6th Annual Search for the ANHS Auditions 20 21 Aquino Day (No Classes) Parent-Deaf Child Interaction, 4:30PM-7:30PM, CAC Hall 22 JHS: Make-up Exams TVET, TLE and Computer Alternative Classroom Program Academic Department Meeting, 2:00PM TVET Catechism #2, Lecture Hall SC: Announced 23 JHS: Make-up Exams ILFP: Wednesday Good Day TVET, TLE and Computer Alternative Classroom Program TVET Catechism #2, 5:30PM-6:30PM, Lecture Hall Grade 8A CG on Enhancing 24 JHS: Make-up Exams TVET, TLE and Computer Alternative Classroom Program Homeroom and Faculty Meeting #3, 1:30PM, F & BS Room SC: R34T: End of Bringing-in of Material - 1st Quarter, Gate 6 SC: R34T: Weighing of Scrap Materials 25 ILFP: CHARITY DAY TVET, TLE and Computer Alternative Classroom Program Administration of PACT - POIS to Grade 8 and New Grade 9 Students 9:00PM, Classrooms Administration of Holland Online 26
AUI3702/201/2/2014 Tutorial Letter 201/2/2014 THE INTERNAL AUDIT PROCESS: TEST OF CONTROLS AUI3702 Semester 2 Department of Auditing This tutorial letter contains important information about your module. Bar code AUI3702/201/2 CONTENTS 1 BRIEFING ................................................................................................................................... 3 2 KEY TO ASSIGNMENT 01/2014 (SECOND SEMESTER) .......................................................... 3 2 AUI3702/201/2 1 BRIEFING This assignment consisted of 20 multiple-choice questions which you had to answer on a mark-reading sheet. The assignment was marked electronically and you should have received a report on the mark you received for the assignment. We would now like to
PREVIOUS EMPLOYMENT – Please include all paid work, voluntary work and an explanation of any gaps in your employment. Please with the most recent. Dates: from & to Employer, Company or Organisation name Position held; brief explanation of your duties; salary; reason for leaving
4.2 Public safety Public safety was not addressed by the 2007 process, which instead focused on issues of water quality, wildlife habitat, and neighborhood harmony. Safety is now a primary management objective following a fatal accident in 2012 involving personal watercraft and a towed inflatable device. During public hearings in 2012, the majority of lake residents and several non-motorized users were concerned that existing regulations do not adequately address safety. Current motorized use significantly exceeds the lake’s carrying capacity, contributing to increased user conflicts and a higher risk of accidents. 4.3 Education Comments received during public meetings in 2012 indicate that existing signage and have failed to educate users about the zones and prohibited areas. Several people suggested that lake users be required to complete a boater education course before operating on Auke Lake. The regulatory buoys now used do not comply with state law. 4.4 Enforcement There was nearly unanimous agreement among lake residents, motorized users, and non-motorized users in 2012 that enforcement of regulations is critical. Since 2007, there has been no enforcement by the Parks & Recreation Department or the Juneau Police Department due to a lack of resources. Most people agreed that if the CBJ is going to manage and regulate Auke Lake, then adequate resources must be provided to enforce those regulations. 4.5 Preserving wildlife habitat & water quality The majority of lake residents are concerned that the goals of the 2007 process are not being achieved, including the protection of waterfowl habitat and water quality. Several individuals expressed concern about the increasing number of ocean-going vessels being rinsed and flushed in Auke Lake. The Alaska Department of Environmental Conservation shares this concern because engines produce more hydrocarbons when first started, thus increasing pollution in the lake. Several people felt that water quality should be monitored more actively. 5. Management Issues, Alternatives, and Recommendations Active Management wake
Home Visiting Risk Assessment Form Name of client: ____________________________________________________________ Address of assessment: _____________________________________________________ _________________________________________________________________________ Date assessment conducted: ____________ By: _________________________________ Signed: ______________________________________ Premises risk assessment Identified risk or hazard Risk management or hazard control Access to home – easy access and exit, more than one exit from the home. Doors – easily opened, unobstructed Pathways – level surface, uncluttered, adequate width Steps /stairs – non slip, level surface, solid Pets – adequately restrained Lighting – well-lit, dark hiding places NB. If any home visits need to be carried out dark ensure neighbourhood lighting is assessed after dark prior to first visit. Neighbourhood – general safety Is there safe, well-lit parking available close to the home? Are any safety concerns regarding the route from public transport stops to the home.
Also at Wrangle Chapel: 11 August Thursday 12 noon Café Church 09 and 23 August & 06 and 20 September Tuesday 7.30pm – 9.00pm roadHoG bus 14 and 28 September Wednesday 6.00pm – 7.30pm Kids’ Club For kids aged 5 to 14 years 20 August & 17 September Saturday 10.00am - noon Every Tuesday 10.00am – 11.30am Ladies Music & Movement 10 September Saturday 2.00pm – 4.00pm Family Film Club
DEPARTMENTAL ANALYSIS OF COMPLAINTS Operations (JULY) Complaints raised from 1st – 31ST July Complaints brought forward from June Complaints carried over into August TOTAL NUMBER OF COMPLAINTS PERFORMANCE BASED ON Complaints upheld Complaints not upheld Extensions applied for Late complaints % of Late complaints Complaints responded to on time % of complaints responded to on time STAGE 1 7 2 0 9 5 4 0 2 22.2% 7 77.8% STAGE 2 1 1 1 1 0 1 1 1 100% 0 0% ESCALATED TO STAGE 2 0 0 0 0 0 0 0 0 0% 0 0% TOTAL COMPLAINTS 8 2 1 10 5 5 1 3 30% 7 70% Operations (AUGUST) Complaints raised from 1st – 31ST August Complaints brought forward from July Complaints carried over into September TOTAL NUMBER OF COMPLAINTS PERFORMANCE BASED ON Complaints upheld Complaints not upheld Extensions applied for Late complaints % of Late complaints Complaints responded to on time % of complaints responded to on time STAGE 1 25 0 1 24 10 14 0 4 16.7% 20 83.3% STAGE 2 0 1 0 1 0 1 0 0 0% 1 100% ESCALATED TO STAGE 2 0 0 0 0 0 0 0 0 0% 0 0% TOTAL COMPLAINTS 0 0 1 25 10 15 0 4 16 21 84% Asset Management (JULY) Complaints raised from 1st – 31ST July Complaints brought forward from June Complaints carried over into August TOTAL NUMBER OF COMPLAINTS PERFORMANCE BASED ON Complaints upheld Complaints not upheld Extensions applied for Late complaints % of Late complaints Complaints responded to on time % of complaints responded to on time STAGE 1 7 0 2 5 5 0 0 0 0% 5 100%
STAGE 2 0 0 0 0 0 0 0 0 0% 0 0% ESCALATED TO 2 0 0 0 0 0 0 0 0 0% 0 0% TOTAL COMPLAINTS 7 0 2 5 5 0 0 0 0% 5 100% Management (AUGUST) Complaints raised from 1st – 31ST August Complaints brought forward from July Complaints carried over into September NUMBER OF COMPLAINTS PERFORMANCE BASED ON Complaints upheld Complaints not upheld Extensions applied for Late complaints % of Late Complaints Complaints responded to on time % of complaints responded to on time STAGE 1 16 2 5 13 7 6 3 5 38.5% 8 61.5% STAGE 2 1 0 0 1 1 0 0 0 0% 1 100% ESCALATED TO STAGE 2 1 0 0 1 1 0 0 0 0% 1 100% COMPLAINTS 20 2 5 15 9 6 3 5 33% 10 67% Finance (JULY) Complaints raised from 1st – 31ST July Complaints brought forward from June Complaints carried over into August TOTAL NUMBER OF COMPLAINTS PERFORMANCE BASED ON Complaints upheld Complaints not upheld Extensions applied for Late complaints % of Late complaints Complaints responded to on time % of complaints responded to on time STAGE 1 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 ESCALATED TO STAGE 2 0 0 0 0 0 0 0 0 0 0 0
TOTAL COMPLAINTS 0 0 0 0 0 0 0 0 0 0 0 Finance (AUGUST) Complaints raised from 1st – 31ST August Complaints brought forward from July Complaints carried over into September TOTAL NUMBER OF COMPLAINTS PERFORMANCE BASED ON Complaints upheld Complaints not upheld Extensions applied for Late complaints % of Late Complaints Complaints responded to on time % of complaints responded to on time STAGE 1 0 0 0 0 0 0 0 0 0 0 0 STAGE 2 0 0 0 0 0 0 0 0 0 0 0 ESCALATED TO STAGE 2 0 0 0 0 0 0 0 0 0 0 0 TOTAL COMPLAINTS 0 0 0 0 0 0 0 0 0 0 0
N5 Practical Cake Craft Mrs Leckie Aug – Oct 2018 Week 1 Light/Medium Sponge Requirements Monday 20th August Lining Cake tin Weighing and Measuring Stages of baking Wednesday 22nd August Medium sponge Make, bake & finish Victoria Sandwich Tub of double cream packet of icing sugar container Friday 23rd August Theory Week 2 Light/Medium Sponge Requirements Monday 27th August Light Sponge Make, bake & finish Swiss Roll Bring Container Wednesday 29th August Ganache + texture on Swiss Roll 100g dark chocolate Friday 31st August Complete paper work Stages of finishing Week 3 Requirements
Monday Tuesday Wednesday Thursday Friday August 11 Policies & Procedures Student’s First Day 12 Procedures 20 point writing rubric Task Focus Guide, Annotation, Sample Tasks, & State Standards, Assessment Task Focus 1a, 1b 13 C.C. Vocabulary Story Elements Conflict 14 Figurative Language Objective Summary (CC92) 15 Pretest ELA 18 Flowers for Algernon Pg. 52-59 HW: PR8-Mar. 23-29 SWAI1C pg. 19 ATF: 1a, 1b 19 Flowers for Algernon Pg. 61-65 HW: PR11-Apr. 25 SWAI1C pg. 20 20 Flowers for Algernon Pg. 69-72 HW: SWAI1C pg. 21 21 Article: Write Objective Summary Word Study#1a 22 Computer Lab TeamBiz 25 Flowers for Algernon Pg. 73-77 HW: May 29-Jun 23 SWAI1C pg. 22 ATF 2a,2b 26 Flowers for Algernon Pg. 82-86 HW: SWAI1C pg. 23 Project: Intelligence IQ NF Article 27 Dismissal 28 Dialogue Writing Project pg.183 Word Study #1b 29 Computer Lab TeamBiz September 1 2 Project: Flowers for Algernon Body Bio 3 Library Orientation 4 Word Study #2a Due: Dialogue Writing Project 5 Flowers for Algernon
8 Who Can Replace a Man? SWAI1C pg. 39 & 40 ATF 4/5 9 Who Can Replace a Man? 10 Library Day Research (Julie and the Turning Test? Research Topic on Watson) SWAI1C pg. 41, 42 Progress Reports 11 Project: Argumentative Essay pg. 152 SWAI1C pg. 41 Word Study #2b Due: Flowers for Algernon Body Bio 12 Who Can Replace a Man? Assessment 15 The Finish of Patsy Barnes pg.104-107 SWAI1C pg.35 16 The Finish of Patsy Barnes pg.108-111 SWAI1C pg.33 17 The Drummer Boy of Shiloh pg.112-118 SWAI1C pg.36 18 Project: Compare/Contrast Essay pg. 119 & Autobiographical Essay SWAI1C pg. 34, 36 Due: Argumentative Essay 19 Word Study & ATF Cold Assessment 22 Leave Open for MP Testing 23 Leave Open for MP Testing 24 Dismissal 25 Due: Compare/Contrast Essay & Autobio Essay 26 The Finish of Patsy Barnes & The Drummer Boy of Shiloh Assessment 29 Tell Tale Poe Notes, Analyze Method’s of Suspens HW: Code Out/Take Notes SWCR pg.15-20 30 Compare/Contrast Character w/Character Traits SWAI1C pg. 13, 14, 17 Project: Poe’s Method of Suspense 1 Unit 1: Literary Task Assessment 2 Unit 1: Informational Task Assessment 3 Unit 1: Narrative Task Assessment October 6 7 8 9 10
Advent Lutheran Church Council Meeting August 12, 2018 11:00 A.M. Treats/water – Alice Olson Meeting called to order Devotion – Alice Olson Business Are there any additions to the agenda? Building and Grounds Update – Jim Kirchner Vision Statement Update and discussion Secretary’s Report - Approve June Minutes – Mandy Financial Report – Sue Staffing update Constitution Update - Derick New HR Committee person - Derick Worship Team Update Service Update Pastor Reports Other Business Closing Prayer Adjournment
T - IXL C5 H - Integer War Card Game Friday 7.NS.A.3 Solve real-world and mathematical problems involving the four operations with rational numbers. (Computations with rational numbers extend the rules for manipulating fractions to complex fractions.) MATH Centers (Day 2): Stations designed to provide an opportunity for students to practice and apply skills and strategies through various avenues. M - Differentiated Instruction WS A - Go Math Workbook pages T - IXL C5 H - Integer War Card Game informal observation of verbal and written answers, self-evaluation and reflection, peer reviews, feedback from technological practice, and/or written assessment How can you use addition and subtraction of integers to solve real-world problems? Practice solving problems with same- and integers using addition and subtraction
Notes PPT - WP Practice QUIZ - Applying Addition and Subtraction of Integers (Module 1) Assessment of applying addition and subtraction of integers Thursday 7.NS.A.2 and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. PPT - Multiplying and Dividing Integers PPT - Perfection Learning informal observation of verbal and written answers, self-evaluation and reflection, peer reviews, feedback from technological practice, and/or written assessment How can you use multiplication and division of integers to solve real-world problems? Practice solving problems with positive and negative integers using multiplication and division Friday 7.NS.A.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. MATH Centers (Day 1): Stations designed to provide an opportunity for students to practice and apply skills and strategies through various avenues. M - Differentiated Instruction WS A - Go Math Workbook pages T - IXL C7 H - Integer War Card Game (Product) informal observation of verbal and written answers, self-evaluation and reflection, peer reviews, feedback from technological practice, and/or written assessment How can you use multiplication and division of integers to solve real-world problems? Practice solving problems with positive and negative integers using multiplication and division
August 2012 Sunday Monday Tuesday Wednesday 1 Thursday 2 Friday 3 Saturday 4 BACK TO SCHOOL FAIR, KCKCC, 7250 STATE AVE 9AM-1PM 5 6 LAST DAY TO REGISTER YOUR FOR BACK TO SCHOOL NIGHT 7 KANSAS PRIMARY ELECTION ------------------------- NEIGHBORHOOD WATCH NIGHT OUT AGAINST CRIME INDIAN SPRINGS MALL 6PM 8 BACK TO SCHOOL NIGHT @ THE HOMES 5PM– 6PM 9 10 11 12 13 DAY OF SCHOOL FOR KCK (USD 500) 14 15 CREDIT UNION BOARD MEETING 4:30 PM 16 17 18 19 20 MEETING 6:00 PM 21 22 23 24 25 26 27 28 29 30 31
August 2015 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 NEIGHBORHOOD WATCH GUARD ARMORY 18TH & 5PM-8:30PM 5 6 7 8 9 10 11 12 13 14 15 16 17 THE HOMES BOARD MEETING IN THE CLUBROOM 6:30PM 18 19 CREDIT UNION MEETING 4:30 IN THE CLUBROOM 20 21 22 23 24 25 26 27 28 29 30 31
As required by Ohio Administrative Code Sections 3745-27-15(L)(5)(c) and 3745-27-16(L)(5)(c), and 3745-27-18(M)(5)(c), << insert only if the circumstance exists described in footnote 2 we have agreed the following amounts included in the Letter to the audited financial statements: Alternative 2, Line No. 5 Total assured environmental costs [see footnote ] 6 Total annual revenue The amounts on line 6 agree to the basic fund financial statements of (name of government), or can be computed from amounts appearing therein. We followed the definition for line 6 included in the State Support Document for the Local Government Financial Test, issued by the USEPA. Line 5 includes total assured environmental costs reported in the fund3 financial statements following Governmental Accounting Statement Number 18. We were not engaged to, and did not conduct an examination, the objective of which would be the expression of an opinion on the Letter. Accordingly, we do not express an opinion. Had we performed additional procedures, other matters might have come to our attention that would have been reported to you. This report is intended solely for the information and use of the addressees listed above and is not intended to be and should not be used by anyone other than these specified parties. Auditor Signature (date ZZZ)1
Discussion: regarding Local 004 Secretary to create updated email list of the Local’s Council Reps. Discussion: regarding “financial status” of Local 004. Committee Reports: OHS Liaison: Verbal report submitted MSC - To accept verbal report as presented. Prov. Exec: Local 004 website is up and running. Requires input from all Chapters to “build the website”, Chapters to email information directly to Prov. Exec. MSC – To accept the verbal report as presented. Old Business: Discussion: regarding Local 004 promotional clothing: Sean McIntyre has ordered 20 “green” in color hoodies – are expected to be available prior to 2015 AUPE Convention (invoice for said clothing provided to Local 004 Treasurer). Discussion: Member Appreciation Gifts; no update available Discussion: Amalgamation of Chapters (Medicine Hat & Lethbridge) - see “New Business” MSC – “coffee break” called at 10:47 AM (returned at 11:05 AM).
Provided an update regarding a Local 54 upcoming AUPE event happening at the Holiday Inn in Lethbridge, AB. Next meeting to be held on December 5, 2015 in Red Deer, location to be determined (Black Knight inn or Radisson locations are suggested) MSC - Meeting adjourned at 12:18 PM Respectfully Submitted: Shenkarek Secretary - Local 004
ANIMAL Utilization Protocol AREB Office Use Only Approval Date - - AUP # - - Day Month Year Expiry Date - - Replaces AUP # - - Day Month Year University Veterinarian’s Signature Date AREB Signature Date Prepared By: Name Email Address Principal Investigator’s Signature Date Refer to the Guide for Preparation of AUPs for assistance with completing this form (available at ) Section 1 Project Title Type of Project Check all applicable Research New Project Research Pilot Study Teaching* Ongoing Project *Attach Teaching Addendum available at . Section 2 Principal Investigator Last Name First Name Department Business Home Phone Emergency Phone Cell/Pager # Laboratory Room # Laboratory Phone Institutional Email Mailing Address Section 3 Personnel and Training List all staff personnel working under this AUP. Provide at least one person’s after hours emergency contact number. Name Department Co-PI, Tech, Undergrad Student, Grad Extension Hours Emergency Contact Number Is this work being conducted in collaboration with any other Institutions / Facilities? Yes No Please name the institution / facility.(Refer to the AREB Institutional Collaboration Policy ( ) CCAC Guidelines require that all individuals listed on the AUP take Orientation training. A print-out verifying the training must be attached to this document (contact the Training & Regulatory Coordinator, ext 22768).
Two questions arise in the context of the mentioned hearsay statements, namely, whether they are admissible as evidence at all, and if so, what are their evidential value. When it comes to their admissibility counsel for Aupindi submitted that they are admissible as they were not tendered as proof of their contents but as proof of a state of mind of the magistrate. In criminal matters an accused is entitled to rely on evidence of statements or conduct of others to establish his state of mind. An example would be where an accused is found in possession of stolen property he can give evidence as to what the commercial traveller from whom he purchased the property informed him at the time he purchased it without calling the traveller as this would be relevant to his state of mind, i.e. whether he knew that the goods were stolen. In civil matters such evidence has been received where it was tendered to corroborate other evidence. Thus, a person claiming ownership of cows was allowed to present evidence of a conversation he had with his brother to borrow money from the latter to purchase cows, so as to establish his intention to become the owner of the cows. Hoffmann refers to this topic in civil law as a ‘vexed’ one and points out that ‘in England, at least in civil cases, statements of intention have been received to corroborate other evidence’ and that in America this is also the position. As pointed out in Halsbury’s hearsay may be hand, second hand or more distant. It is first hand when a witness says what he heard someone else said. It is second hand, when the witness relates what he was told someone else said and so on. From a perusal of the cases referred to by the parties in their respective heads of argument and from my own research, it appears that the hearsay evidence is admissible and relevant where the state of mind of a person has to be proved is only first hand hearsay evidence. As is also evident from what is stated above the evidence must also corroborate other evidence. Other evidence in this context refers
HOFF JA APPEARANCES APPELLANT: R Tötemeyer, SC (with him D Obbes) Instructed by Metcalfe Attorneys, Windhoek FIRST RESPONDENT: O S Sibeya Sibeya & Partners Legal Practitioners, Windhoek SECOND, THIRD, FIFTH, SIXTH, SEVENTH and NINTH RESPONDENTS: PA van Wyk, SC (with him M G Boonzaier) Instructed by Government Attorney, Windhoek
11 17 Abscess 190 77.9 19.5 2.6 12 6 Sepsis: empiric therapy 563 80.8 17.1 2.1 13 15 Diverticulitis 219 85.8 14.2 0.0 14 14 Osteomyelitis 249 81.9 13.3 4.8 15 18 Sepsis: gram-negative bacteraemia 188 87.2 12.8 0.0 16 19 Diabetic infection (including foot) 169 88.2 11.2 0.6 17 12 Sepsis: gram-positive bacteraemia 261 89.7 10.0 0.4 18 13 Febrile neutropenia 258 92.6 6.6 0.8 19 3 Medical prophylaxis (bacterial, viral and fungal) 1320 89.9 6.4 3.6 20 11 Oral candidiasis 332 89.8 5.7 4.5 COPD = chronic obstructive pulmonary disease a Rank in the 20 most common indications, where 1 is the most common indication Source: NAPS, 2014
extended spectrum J01CA Penicillins with extended spectrum J01CA04 Amoxicillina 1 O, P penicillins J01CE01 Benzylpenicillina 3.6 P J01CE penicillins J01CE02 Phenoxymethylpenicillina 2 O J01CE penicillins J01CE08 Benzathine benzylpenicillina 3.6 P penicillins J01CE09 Procaine penicillina 0.6 P penicillins J01CF01 Dicloxacillin 2 O, P J01CF penicillins J01CF05 Flucloxacillin 2 O, P J01CR Combinations of penicillins, including inhibitors J01CR02 Amoxycillin and enzyme inhibitora 1 O J01CR Combinations of penicillins, including inhibitors J01CR03 Ticarcillin and enzyme inhibitorb 15 P J01CR Combinations of penicillins, including J01CR05 Piperacillin and enzyme inhibitorb 14 P resistant resistant
J01FA Macrolides J01FA06 Roxithromycin 0.3 O J01FA Macrolides J01FA09 Clarithromycin 0.5 O J01FA Macrolides J01FA10 Azithromycin 0.3 O J01FA Macrolides J01FA10 Azithromycin 0.5 P Lincosamides J01FF01 Clindamycin 1.2 O J01FF Lincosamides J01FF01 Clindamycin 1.8 P J01FF Lincosamides J01FF02 Lincomycin 1.8 O, P Streptogramins J01FG01 Pristinamycin 2 O J01FG Streptogramins J01FG02 Quinupristin/dalfopristin 1.5 P ATC = Anatomical Therapeutic Chemical; O = oral; P = parenteral Source: World Health Organization Collaborating Centre for Drug Statistics Methodology S3.9g J01G Aminoglycoside antibacterials ATC code – chemical subgroup ATC code Generic name Defined daily dose (grams) Route J01GB Other aminoglycosides J01GB01 Tobramycin 0.24 P Other aminoglycosides J01GB01 Tobramycin 0.3 Inh solution Other aminoglycosides J01GB01 Tobramycin 0.112 Inh powder J01GB Other aminoglycosides J01GB03 Gentamicin 0.24 P J01GB Other aminoglycosides J01GB05 Neomycin 1 O J01GB Other aminoglycosides J01GB06 Amikacin 1 P ATC = Anatomical Therapeutic Chemical; Inh = inhalation; O = oral; P = parenteral Source: World Health Organization Collaborating Centre for Drug Statistics Methodology
5. Studierekord / Study record Heg ‘n volledige studierekord aan van Tersiêre Kwalifikasies in 2. genoem. Please attach a complete study record for Tertiary studies mentioned in 2. 6. Werkservaring / Work experience Datum / Date Begindatum - Einddatum Starting date - End date Maatskappy Company Tipe werk; projek Type of work; project Posisie Position 7. Finansiering / Funding 7.1 Ontvang u ’n toekenning, studielening, beurs of finansiële ondersteuning vir u studies? Are you in receipt of a grant, study loan, bursary or other financial assistance for your studies? Ja Yes Nee No X Toekenning/lening/beurs/ander hulp Grant/loan/bursary/other assistance Begindatum date Eind datum End date Verpligting Requirements Bedrag 7.2 Het u aansoek gedoen vir enige ander toekenning, studielening, beurs of finansiële ondersteuning vir u studies? Have you applied for any other grant, study loan, bursary or other financial assistance for your studies? Ja Yes Nee No X Toekenning/lening/beurs/ander hulp Grant/loan/bursary/other assistance Begindatum Start date Eind datum End date Verpligting Requirements Bedrag
August 20-24 What is outside Our door? Nightly Homework Practice kindergarten sight words Read 10 minutes Check/Sign Planners & Folders High Frequency Words -do -look -was -yellow -you Vocabulary Words Math: -minus -difference -subtraction sentence -subtract Science: -five senses -sight -smell -hearing This Week’s Skills/Themes Phonics: Short i; Consonants: f, b, g Comprehension: Plot (beginning, middle & end) Language: Verbs Writing: Writing with Nouns Math: Subtraction Concepts Science: 5 Senses *Friday is Spirit Day- wear your Heathrow Wear to show your school pride. August 20-24 What is outside Our door? Nightly Homework Practice kindergarten sight words Read 10 minutes Check/Sign Planners & Folders High Frequency Words -do -look -was -yellow -you Vocabulary Words Math: -difference -subtraction sentence -subtract Science: -five senses -sight -touch -taste -smell -hearing This Week’s Skills/Themes Phonics: Short i; Consonants: f, b, g Comprehension: Plot (beginning, middle & end) Language: Verbs Writing: Writing with Nouns Math: Subtraction Concepts Science: 5 Senses *Friday is Spirit Day- wear your Heathrow Wear to show your school pride.
reviews, feedback from technological practice, and/or written assessment solve real-world problems? addition and subtraction, and mathematical problems with same- and integers using multiplication and division Friday 7.NS.A.3 real-world and mathematical problems involving the four operations with rational numbers. (Computations with rational numbers extend the rules for manipulating fractions to complex fractions.) PPT - Multiplying and Dividing Integers PPT - Perfection Learning PPT - Decoding Word Multiplication informal observation of verbal and written answers, self-evaluation and reflection, peer reviews, feedback from technological practice, and/or written assessment How can you use integer operations to solve real-world problems? Practice solving mathematical and problems with positive and negative integers using varied operations
powell (April 2012) And how do we effectuate that cultural shift, engage in the process of building communities, and resuscitate a social justice movement that insists on an expansive and inclusive worldview? Yes, we are lawyers but I think we are more than legal tacticians who are trained to maneuver regulations. To begin with a sense of belonging, we must agree on a core set of values, and that as stewards of a justice system we have inherited, we must be moved by history and drawn to the challenge of reframing our future prospects. 3. “Belonging” at the table of justice. Last month, at the Washington Supreme Court, I had the chance to talk a about the need to make room at the figurative “table of justice” – there, as a poverty lawyer urging that the significance of our work and role as a profession, as stewards of justice, is largely about continually striving to make room at the table. And it is at this infinite table of justice that transcends time and place, that we may sit together, form a sense of belonging and find that we genuinely might satisfy a common hunger for equality and fairness. In the context of serving people who are poor and experience barriers beyond their physical poverty, the role of the attorneys I work with and admire is to make room at the table and to reassure those who may live at the margins that they do belong – by revealing whatever the injustice, attorneys I know and work with aim to amplify the voice of clients and communities who may have historically been left
VertiCool Aurora Indoor Vertical Air Conditioning System ENGINEERING SPECIFICATION DATA UNITS Part 1 – General 1.01 Related Documents A. Drawings and general provisions of the contract, including General and Supplementary Conditions and other Division 1 specification sections, apply to this section. General Description A. Furnish and install an indoor vertical air conditioner system designed to control space temperature and humidity levels. It shall have the performance, electrical characteristics, and air path configurations as defined in the product schedule for the space to be conditioned. B. The unit(s) shall be a VertiCool Aurora modular water-cooled model manufactured by United CoolAir, York, Pennsylvania. C. The unit(s) shall be installed as a floor mounted [Single Package] [Split] system. D. All systems shall be shipped with a full factory refrigerant charge and be ready to wire once the unit has been placed on site. E. A wiring diagram shall be affixed to each unit. A printed Installation, Operation and Maintenance Manual shall be provided with each unit. All units shall be suitably labeled for safety purposes and for access. Quality Assurance Unit and refrigeration system(s) shall comply with ASHRAE 15, Safety Standard for Mechanical Refrigeration.
Manufactured home standards are governed by subsection (4) of this section and not by the standards in subsection (1) of this section. (2) Nonresidential construction. With the exception of critical facilities, outlined in of this Code, new construction and substantial improvements of any commercial, industrial, or nonresidential structure shall either have the lowest floor (including basement or crawl space), electrical, heating, ventilation, plumbing, and air conditioning equipment and other service facilities (including ductwork), elevated to one foot above the base flood elevation or, together with attendant utility and sanitary facilities, be designed so at one foot above the base flood elevation the structure is watertight with walls substantially impermeable to the passage of water and with structural components having the capability of resisting hydrostatic and hydrodynamic loads and effects of buoyancy. A licensed Colorado Professional Engineer or architect shall develop and/or review structural design, specifications, and plans for the construction, and shall certify the design and methods of construction are in accordance with accepted standards of practice as outlined in this subsection. Such certification shall be provided to the floodplain administrator prior to issuance of a certificate of occupancy. (3) Enclosures. New construction and substantial improvements, with fully enclosed areas below the lowest floor that are usable solely for parking of vehicles, building access, or storage in an area other than a basement and which are subject to flooding shall be designed to automatically equalize hydrostatic flood forces on exterior walls by allowing for the entry and exit of floodwaters. Designs for meeting this requirement must either be certified by a licensed Colorado Professional Engineer or architect or meet or exceed the following minimum criteria: a. A minimum of two openings having a total net area of not less than one square inch for every square foot of enclosed area subject to flooding shall be provided. b. The bottom of all openings shall be no higher than one foot above grade. c.
Room Jordanstown campus Tel: 9036 6974 Email: Room J703 Coleraine campus Tel: 7012 4752 Email: Dr Lee-Ann Sharp School of Room 15C07 Jordanstown campus Tel: 9036 68706 Email: Mrs Shmaia Strategic Policy and Development Unit Room J308 Coleraine campus Tel: 7012 4426 Email: Mrs Deborah Sloan Centre For Flexible & Continued Education Room 02F03 Jordanstown campus Tel: 9036 6097 Email: Mrs Lauren Stuart Office of the Chief Operating Officer Room BA-02-030 Belfast campus Tel: 9536 7033 Email: Mrs Sinead Ward Development Fundraising Room BA-02-018 Belfast campus Tel: 9536 7287 Aurora Previous Participants Dr Marie Braniff Director of INCORE School of Criminology, Politics & Social Policy Room 03A19 Magee Campus Tel: (0)28 9036 6667 Email: Dr Oonagh Lynch Technology Commercialisation Executive Research & Impact Room Jordanstown Campus Tel: (0)28 9036 6707 Email: Miss McElroy Creative Enterprise Manager Research & Impact Room BA-02-016 Belfast Campus Tel: (0)28 9536 7240 Email: Dr Rosemary Moreland Faculty Coordinator for Teaching & Learning School of Sociology & Applied Social Studies Room 21D43 Jordanstown Campus Tel: (0)28 9036 8333 Email: Ms Morgan Lecturer School of Sociology & Applied Social Studies Room 21C01 Jordanstown Campus Tel: (0)28 9036 8416 Email: Mrs Kathy Morrow Development Officer – Regular Giving Development Fundraising Room BA-02-018 Belfast Campus Tel: (0)28 9536 7291 Email: Dr Marianne O’Connor Lecturer Mrs Stewart
Department of Accountancy, Finance & Economics Room 03C23 Jordanstown campus Tel: (0)28 9036 6204 Email: Tel: (0) (Magee) Tel: (0)28 7012 4371 (Coleraine) Email: Web: Social: @ulsterbizschool Professor Suzanne McDonough Professor of Health and Rehabilitation School of Health Sciences Room 01F118 Jordanstown campus 9036 6459 Ms McGilloway Strategic Policy & Legal Manager Strategic Policy & Development Unit Room J311 Coleraine campus Tel: (0)28 7012 3314 Email: Ms Susan Morgan Lecturer School of Sociology & Applied Social Studies Room Jordanstown Campus Tel: (0)28 9036 8416 Email: Mrs Caroline Armstrong Head of Fundraising Development (Fundraising) Room BA-02-18 Belfast Campus Tel: (0) 28 9536 7513 Email: Mrs Ursula Chaney School of Nursing Room MG238 Magee campus Tel Mrs Roisin McEvoy Head of Admissions Room 114C05 Jordanstown campus Tel: Email:
Annexure A Detailed Property Type Classification The following tables outline the classification of the 322 property types into Non-Specialised and Specialised Property Classes. Note that ‘n.e.c’ is an abbreviation for ‘not elsewhere classified’. Non-Specialised Property Types Group Property Class Non-Specialised property types Holiday Camps / temporary improvised housing Camping Ground Caravan Park Limited Structure Accommodation Shack/Improvised Housing Other improvised housing assets n.e.c. Hotels, boarding and guest homes, or other commercial accommodation Hostel Group-booked Accommodation Hotel, Tavern or Bar Motel, Motor Inn or Private Hotel Tertiary Institution Hall of Residence Welfare Hostel Hostel Other Commercial Accommodation n.e.c. Residential Accommodation / Dwellings Attached/Semi-attached Dwelling Accommodation Multiple Level Home Units Multiple/Grouped Dwelling Accommodation Residential Building Construction Residential Accommodation Row Housing Single Dwelling Single Level Home Units Terrace Housing Townhouses Villa Units Other Residential Accommodation n.e.c. Residential Institutions / Care Facilities Children’s or Orphans Home Cluster Housing Quarters/Institutional Accommodation Institutional Quarters Nursing or Convalescent Home/Hospice
Other Education Assets Mixed Education Purposes Specialised training facility Other Education Assets n.e.c. Health Health Related Services Blood Bank Chiropractic Services Crisis Centre Medical and Dental Services Pathology Services Specialist Health Services Other Health Related Services n.e.c. Hospital and Nursing Homes Hospital (not Psychiatric) Hospital and Nursing Homes Psychiatric Hospital Other Hospital and Nursing Homes n.e.c. Justice and Emergency Emergency Service Hubs Ambulance Station Emergency Control and Communications Centre Fire Station Use Police Station Police Station Public Services-Emergency State Emergency Service/Civil Defence Other Emergency Service hubs n.e.c. Law Courts or Tribunals Law Court/ Court House Prisons and Reformation Juvenile Reformatory Prison Quarters (not Police Station or Court House) Prisons and Reformation facilities n.e.c. Land Land held for development or EP&A Act purposes Designated land for approved development of specialised assets Land held for planning purposes by the Minister administering the EP&A Act Protected Assets Aboriginal, Environmental, Heritage, Quarantine, Religious and Protected Areas Aboriginal Site Aboriginal Traditional Land Cemetery/Crematorium Environmental Controls Environmental Protection Environmental Rehabilitation Heritage Place Historic Site Place of Public Religious Worship Protected and Recreational Area Protected Area Public Assembly and Worship Quarantine Facility Quarantine Quarters
Emission control systems and components Types of emission control systems Evaporative emission control system overview Charcoal canister operation Introduce, outline and discuss the three main types of emission control systems of evaporation, crankcase and exhaust. View the Video Hydrocarbons or similar media and discuss the content. Use slides 12 and 13 to further expand the learner’s knowledge of the evaporative system. Take the learners to a vehicle to locate the evaporative emission components View the Video Charcoal canister or similar media and discuss the content. Use slide No.14 to further expand the learner’s knowledge of the charcoal canister operation. Refer to learner workbook for additional information on component operation. Provide a canister for the learners to inspect or dismantle and explain the operation to prepare for the assessment. PowerPoint slide 12 Learner workbook p. 26 PowerPoint slides 13, 14 Learner workbook pp.27-28 Hydrocarbons (CDX file 3101) Vehicle with evaporative control system PowerPoint slide 15 Learner workbook p. 29 Charcoal canister (CDX file 4104)
Activity 11 EGR system & valves Assess level of knowledge through practical activity and checking written or oral answers. Individually or as a group, learners identify components of the EGR system and explain its operation. Learner workbook pp. 73–74 Workshop manuals etc Vehicles or engines Catalytic converters Function, 2 way, 3 way, exhaust manifold View the Video Catalytic converter or similar media and discuss the content. Use slides 20 - 228 and the learner workbook to develop discussion and comment about the various types of converters and their application and location. PowerPoint slides 21-22 Learner workbook pp. 75–77 Catalytic converter (CDX file 4311) Catalytic converter Activity 12 Learners complete Activity 12 Learners answer questions 1 - 8 Assess of knowledge through inspection of answers, oral questioning and class discussion. Learner workbook pp.79-81 Testing a catalytic converter Testing a catalytic converter Discuss reasons why they might fail. Go through temperature testing process, emphasising recommended safety and equipment procedures. Learner workbook pp. 82–83 Activity 13 Testing a catalytic converter Assess level of knowledge through practical activity. Individually or as a group, learners locate and test the catalytic converter on a vehicle or engine, and explain the function and operation. Follow recommended safety and equipment procedures for hot and running engines. Learner workbook pp. 85 –86 Workshop manuals Vehicle or engine with catalytic converter Test equipment
Activity 1 Question 1 What safety precautions should you take before you inspect or work on a vehicle? Question 2 What safety precautions should you take when working near running engines? Question 3 What safety precautions should you take when raising a vehicle for inspection? Ask your trainer to check your results before proceeding. Trainer Signature: .............................................................. Date: .......................
Unsuccessful Tenderers’ Fees Prior to the Tenderer submitting its tender for the Services neither the Tenderer nor any of its servants or agents entered into any contract, agreement, arrangement or understanding that the successful Tenderer for the Services would pay any money, or would provide any other benefit or other financial advantage, to or for the benefit of any other Tenderer who unsuccessfully Tendered for the Tender. Competitive Neutrality The Tenderer has complied with the principles of competitive neutrality in preparing its Tender (publicly Tenderers only). And I make this solemn declaration by virtue of the Statutory Declarations Act 1959, and subject to the penalties provided by that Act for the making of statements in statutory declarations, conscientiously believing the statements contained in this declaration to be true in every particular. Insert signature (Signature of person making declaration) Declared at insert location on the insert date Before me, Insert the name and the title of the person before whom the declaration is made
Conference 2018: Noah’s on the Newcastle, NSW Draft Program Tuesday 26 June 2018 8:30am Registrations for Pre-Conference Workshops 10:00 am to 1:00 pm THE PACIFIC EAST PACIFIC WEST TO BE HELD IN THE HARBOUR VIEW ROOM Benchmarking Statistics Convenor: Colin Chua Presenter: Dr Sharon O’Neill Sharron will examine the design, measurement and reporting of WHS performance for organisational governance and accountability. Training Technologies Convenor Stephen Ween Presenter: John Hayman Join facilitators from Monash University & UNSW in this interactive workshop focussed on the training technology solutions that are available and the future of training technology which can be applied to common WHS training needs in Higher Education and Research. Topics will include online training, virtual reality and augmented reality. ISO 45001 and the Opportunities for the Tertiary Education Sector Convenor: Leanne Thebridge Presenter: Sue Chennell This workshop will explore the status and implementation of the forthcoming first international OHS standard (ISO45001 Standard for Occupational Health and Safety Management Systems) and how this may relate to the tertiary education sector. 1:00 pm to 2:00 pm Registrations, Welcome and Lunch 2:00 pm to 2.20 pm BALL ROOM - Conference opening and Welcome Welcome by Stephen Ween, AUSA President Acknowledgement of Country and welcome to the conference by Mr Nat McGregor, Chief Operating Officer, University of Newcastle 2:20 pm to 3:30 pm KEYNOTE ADDRESS 1: From the Old to the New – Safety Differently Dr Sidney Dekker, Griffith University 3.30 pm to 3.45 pm 3.45 pm to 4.30 pm 4.30 pm to 5.00 pm KEYNOTE ADDRESS 2: – Jerry Grayson AFC University Challenge! – Di and Leanne Photo competition and trivia 6:00 pm to 7.30 pm 48 TO
accountable and inclusive humanitarian action Australia is an advocate for involving affected people in humanitarian action, and supports equal access to assistance for women, girls, boys and men. increased involvement of all nations in international humanitarian dialogue and a greater focus on the role of regional organisations Australia will encourage more nations to engage in international discussion on humanitarian issues in order to strengthen partnerships for effective, international humanitarian action. strengthened understanding between humanitarian actors, the military and police in emergency response Australia will support initiatives that strengthens this understanding, both in Australia and overseas. More information AusAID and Australia’s Humanitarian Action Policy is available at Australian Agency for International Development (AusAID) GPO Box 887 Canberra ACT 2601 Australia Telephone: +61 2 6178 4000 Email: infoausaid@ausaid.gov.au