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Applied Chemistry
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The best and most popular outfit in the regional style known as norteño, Los Tigres Del Norte are something like the Beatles of Mexican music. Idolized by millions, the six members turn their live performances into marathon affairs, where requests are welcome and the band does not stop playing until all of them have been honoured. The band was formed in 1969 Read more
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K-6 Drug Education Resource
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1 K-6 Drug Education Resource Curriculum material to support teaching and learning in Personal Development, Health and Physical Education Early Stage 1 to Stage 3 Third edition
2 2001 New South Wales Department of Education and Training Third Edition First Published 1997 Second Edition 2000 Third Edition 2001 RESTRICTED WAIVER OF COPYRIGHT The printed material in this publication is subject to a restricted waiver of copyright to allow the purchaser to make photocopies of the materials contained in the publication for use within a school, subject to the conditions below. 1. All copies of the printed material shall be made without alteration or abridgment and must retain acknowledgment of the copyright. 2. The school or college shall not sell, hire or otherwise derive revenue from the copies of the material, nor distribute copies of the material for any other purpose. 3. The restricted waiver of copyright is not transferable and may be withdrawn in the case of these conditions. Second and Third Edition Project Coordinator: Valerie Hanson Writers: Valerie Hanson Donna Wright Contributions: Lyn Crofts Chris Osborne First Edition Project Coordinator: Valerie Hanson Writers: Valerie Hanson Yvonne Mitchell Lyn Crofts Sue Wickson ISBN SCIS
3 Contents Introduction Rationale 4 Role of parents in drug education 4 About this resource 4 Scope and sequence 6 Where else can I get assistance? 8 Early Stage one Unit overview - Outcomes, Indicators, Content Strands, Overview of lessons 9 Unit One All about medicines 10 Stage one Unit overview - Outcomes, Indicators, Content Strands, Overview of lessons 16 Unit One Medicines and me 17 Unit overview - Outcomes, Indicators, Content Strands, Overview of lessons 26 Unit Two Keeping myself safe around medicines 28 Stage two Unit overview - Outcomes, Indicators, Content Strands, Overview of lessons 38 Unit One Drugs affect me 40 Unit overview - Outcomes, Indicators, Content Strands, Overview of lessons 62 Unit Two Drugs affect me and others 64 Stage three Unit overview - Outcomes, Indicators, Content Strands, Overview of lessons 82 Unit One Keeping myself safe around drugs 84 Unit overview - Outcomes, Indicators, Content Strands, Overview of lessons 110 Unit Two Making decisions about drugs 112 Background Information Classroom practices 135 Poems 136 Decision Making 137 Role Play 138 Major decisions on smoking and tobacco 139 Legal aspects 140 Types of drugs 141 Caffeine 143 Tobacco 145 Alcohol 147 Types of alcoholic drinks 148 Glossary 150 3
4 INTRODUCTION Introduction The New South Wales Department of Education and Training has a responsibility to promote the health and wellbeing of students within its care. Government schools promote the health of students within the context of Student Welfare and the Personal Development, Health and Physical Education (PDHPE) curriculum. Together they provide a framework for preventive and support programs which aim to meet the social, physical and emotional health needs of students. Rationale Students in the primary years of schooling are exposed to the influences of media advertising and general community practices in the use of legal and illegal drugs. It is now widely recognised that legally available drugs, particularly alcohol and tobacco, cause most harm to the community. The use or misuse of these substances, as well as medications may impair physical, intellectual, emotional and social development. This resource aims to assist in the development of knowledge and understanding, skills, and values and attitudes of students to make informed decisions about drugs. The context for students to explore issues relating to drugs is within PDHPE programs. Students who are identified as at risk of hazardous drug use, including use of illegal drugs, need to be provided with additional support from schools in collaboration with community health services. Role of parents in drug education Parent and community awareness and support for the school s approach to teaching drug education, as an important part of PDHPE, should be encouraged. Adult role modelling is a very powerful message to young people in the use of drugs. Parents play a major role in drug education and should be encouraged to discuss with the school positive ways of enhancing the school s education programs. About this resource This resource has been developed to support the implementation of drug education within school Personal Development, Health and Physical Education (PDHPE) programs. Seven units of work are provided, linked to relevant outcomes and content strands of the PDHPE K-6 syllabus. The content strands from PDHPE which relate specifically to drug education and provide students with knowledge, attitudes and skills that will enable them to understand the harms associated with drug use are: Growth and Development Interpersonal Relationships Personal Health Choices Safe Living. This resource suggests activities to assist students to work towards achieving the outcomes of the PDHPE syllabus. The units of work are divided into a series of lessons. The activities within the lessons may need to be modified according to the needs and interests of students and school community. They may be taught 4
5 INTRODUCTION as discrete units, or lessons from them may be integrated into existing lessons or units of work. Teachers should read through all activities prior to commencement as some preparation may be required. Units of Work Each unit of work contains a unit overview and a series of lessons. The Unit overview indicates relevant PDHPE syllabus outcomes, indicators and content strands related to each of the units. The specific subject matter from the syllabus addressed in the units of work is also outlined in this section. The Lessons are set out with the following format: Things to look for - can students: a strategy which can be used to indicate the focus of the lesson or can be used to evaluate whether the lesson achieved its purpose. Resources list of materials necessary for the lessons. Organisation indicates suggested class groupings. Suggested activities details the teaching and learning activities. Teaching points provides information to assist the teachers with background notes, guidelines or definitions. Worksheets activities to be completed by the students. They are located at the end of each unit. Activity sheets are to assist the teacher in the presentation of the lesson and are located also at the end of each unit. Background information Classroom practices and teaching strategies have been included. Information on types of drugs, major decisions and legal aspects on smoking and alcohol have been compiled for teachers reference. As well, facts on coffee, tobacco and alcohol including a brief description of their short-term and long-term effects and common myths associated with them have been included. Further information Information about drugs may be accessed through the NSW Office of Drug Policy website: 5
6 INTRODUCTION Scope and Sequence Syllabus Links The activities in this resource link to the Board of Studies Personal Development, Health and Physical Education, K-6 Syllabus. The objectives of this syllabus are outlined below: Objectives Values and Attitudes To develop students : appreciation of and a commitment to healthy and socially just ways of living. Skills To develop students skills in: making, communicating and acting upon health decisions, and forming and maintaining positive relationships. Knowledge To develop students knowledge and understanding about: ways to enhance personal and community health and wellbeing. 6
7 INTRODUCTION Following is a suggested scope and sequence for including drug education into PDHPE programs. Early Stage 1 Stage 1 Stage 2 Stage 3 All about medicines Medicines and me Drugs affect me Keeping myself safe around drugs Drug Use Drug Use Drug Use Drug Use safe use of medicines purpose of medication identifying drugs - appropriate use definition, legal and illegal Unit one safe storage administration of medicines identifying medicines Relationships people to go to for help administration of medicines safe use of medication Relationships people to go to for help Families family roles administration and storage of medicines tobacco -effects on the body -effects of passive smoking alcohol - effects on the body labelling of drugs Relationships appropriate use, administration and storage of medicines effects of drugs - caffeine - alcohol - tobacco labelling of drugs support networks Keeping myself safe around medicines Drugs affect me and others Making decisions about drugs Drug Use Drug Use Drug Use safe storage of medicines identifying drugs - appropriate use definition, legal and illegal Unit two purpose of medication safe use of medication administration of medicines Personal Safety people who can help Home and Rural Safety hazards inside/ outside home: poisons/fuels/guns administration and storage of medicines tobacco - effects on the body - effects of passive smoking alcohol - effects on the body labelling of drugs Relationships support networks appropriate use, administration and storage of medicines effects of drugs - alcohol - tobacco media and drugs effects of drug use for the community labelling of drugs Emergency Procedures what to do in the event of an emergency 7
8 INTRODUCTION Where else can I get assistance? Drug education consultants are located throughout the state to assist schools in the planning, implementation and evaluation of drug education, provide policy advice, assist with curriculum support materials, and provide up-to-date information on resources. Districts Newcastle, Maitland, Lake Macquarie, Taree Bondi, Port Jackson, St George, Sutherland Tamworth, Armidale, Moree Wagga Wagga, Albury, Deniliquin, Griffith Wollongong, Batemans Bay, Queanbeyan, Shellharbour Bathurst, Dubbo, Broken Hill, Orange Fairfield Parramatta, Granville, Ryde Blacktown, Mt. Druitt, Penrith Central Coast, Hornsby, Northern Beaches Clarence / Coffs Harbour, Lismore, Port Macquarie, Tweed Heads/Ballina Liverpool, Bankstown, Campbelltown Location of drug education consultants Newcastle District Office Cnr Glebe and Brunker Roads ADAMSTOWN NSW 2289 Bondi District Office 5 Wellington St BONDI NSW 2026 Tamworth District Office DSE Noel Park House Level 1, Marius Street TAMWORTH NSW 2340 Wagga District Office 76 Morgan Street WAGGA WAGGA NSW 2650 Shellharbour District Office Corner Shellharbour and Lake Entrance Roads WARILLA NSW 2528 Bathurst State Office 140 William Street BATHURST NSW 2795 Fairfield District Office Wolumba Street CHESTER HILL NSW 2162 Parramatta District Office 9 Albert Street NORTH PARRAMATTA NSW 2151 Mount Druitt District Office Hindemith Ave EMERTON NSW 2770 Hornsby District Office Level 2, 20 George Street HORNSBY NSW 2077 Lismore District Office Ballina Road GOONELLABAH NSW 2289 Liverpool District Office Roy Watts Rd GLENFIELD NSW
9 Early Stage 1 EARLY STAGE 1 UNIT ONE OVERVIEW Unit One - All about medicines Outcomes Knowledge and Understanding Displays basic positive health practices. (PHES1.12) Demonstrates an emerging awareness of the concepts of safe and unsafe living. (SLES1.13) Skills Identifies some options available when making simple decisions. (DMES1.2) Values and Attitudes Refers to a sense of their own worth and dignity. (V1) Indicators Sample indicators could include: discusses the safe use and storage of medicines prepares simple health messages discusses the safe use and storage of medicines identifies people who give them medicines. Sample indicators could include: chooses between safe and unsafe situations. Sample indicators could include: values themselves as an important member of various groups. Content strands Personal Health Choices Drug Use medicines - administration of medicines - identifying medicines - safe use of medicines - safe storage Health Services and Products people who keep me healthy - home - community Safe Living Personal Safety responding to unsafe situations Home and Rural Safety hazards inside/outside home - poisons/fuels Growth and Development The Body looking after the body Interpersonal Relationships Relationships people to go to for help Communication expressing needs, wants and feelings seeking help Families family roles Overview of lessons in this unit Lesson 1 - What keeps us healthy? Lesson 2 - Who helps me stay healthy? Lesson 3 - What happens when we are sick? Lesson 4 - How do I stay safe in my home? Lesson 5 - What are the rules for taking medicines? 9
10 EARLY STAGE 1 UNIT ONE LESSON 1 Early Stage 1 Unit One: All about medicines Lesson 1: What keeps us healthy? Things to look for - can students: identify items that support a healthy lifestyle? work co-operatively in groups? analyse information and make decisions? Resources: Butchers paper Textas Magazines Scissors Flashcards Outlines of two students Organisation Suggested activities Brainstorm the things we need to stay healthy. Teaching points Suggestions may include food, drink, exercise, rest, cleanliness, fresh air, medicines. Small Groups Teacher has magazine pictures or advertising brochures and flashcards prepared with the headings: Healthy Unhealthy. Students categorise pictures. Magazine pictures may include food, TV, clothes, shoes, confectionery, medicines, telephone, water, alcohol, soap, a stove, bed, sweets, friends, sporting equipment, pictures of cigarettes or cigarette packets. Individuals Teacher traces around two students. Inside the body outlines, paste pictures of healthy and unhealthy lifestyles. Display outlines with appropriate captions showing a healthy and unhealthy lifestyle. 10
11 Early Stage 1 EARLY STAGE 1 UNIT ONE LESSON 2 Unit One: All about medicines Lesson 2: Who helps me stay healthy? Things to look for - can students: identify people who assist them to stay healthy? identify healthy activities? appreciate the need to be healthy? Resources: Art paper Paint Large sheets of paper Organisation Suggested activities Review the concepts of healthy and unhealthy lifestyles from previous lesson. Discuss who has a healthy influence on the students lifestyles and situations where this may occur. Examples may include: My dad makes my dinner. My brother helps me brush my teeth. My sister plays with me in the park. My uncle takes me swimming. Teaching points Ensure that activities do not reinforce stereotypes. Students may need to be encouraged to think of alternative examples of caregivers. If a student, for example, suggests My mum looks after me when I m sick the teacher might encourage additional considerations by posing Who else might look after you? Individuals Students paint a picture of a person who helps them stay healthy. Teacher scribes student s ideas or student writes ideas. Teacher Teacher constructs a Big Book titled Kindergarten...is a healthy class, using the pictures the students have painted. This activity is useful for the following lesson. Shared reading of the captions. 11
12 EARLY STAGE 1 UNIT ONE LESSON 3 Early Stage 1 Unit One: All about medicines Lesson 3: What happens when we are sick? Things to look for - can students: identify people from whom they should accept medicines? appreciate the importance of family life? articulate the value of positive relationships? Resources: Blank labels Paper Crayons Organisation Suggested activities Read Big Book Kindergarten...is a healthy class, made in previous lesson or discuss pictures painted in previous lesson. Teaching points Discuss: what happens when I am sick? who helps me when I am sick? when I am sick and I need medicine who gives it to me? Individuals Individuals Role Play. I am feeling sick. Invent the story and the characters. Teacher writes labels to identify characters, for example, I am the doctor. I am Dad. Decide appropriate speech and interaction. Allocate the labels and role play the scene. Students complete the sentence:... helps me when I am sick. Draw the person who gives them the medicines. Teacher or student writes the name of the person on the drawing. Refer to Background Information, page 138, on Role Play. The teacher may need to provide an example of a situation for role play, for example, One day I woke up and I found that I had a rash on my arms and legs. I felt very hot and dizzy. Students are encouraged to suggest subsequent situations for role plays. It is important that only appropriate behaviours should be role played by students, for example, taking medicines from a doctor, parent, or caregiver. Display with the caption to indicate that these people assist during illness. 12
13 Early Stage 1 EARLY STAGE 1 UNIT ONE LESSON 4 Unit One: All about medicines Lesson 4: How do I stay safe in my home? Things to look for - can students: identify people who can administer medicines? identify safe and unsafe practices for storing medicines? work co-operatively with others? Resources: Worksheet 1 Safe storage of medicines, p.15 Collage material Butchers paper Cardboard Strips of paper Organisation Suggested activities Review previous lesson so that students recall who administers medicines. Discuss: where should medicine be kept at home? why is this important? Teaching points Medicines should be stored in a secure place, preferably a locked cupboard, out of the reach of children. Individuals Wall Story Activity Teacher reads story taken from Worksheet 1, Safe storage of medicines, page 15. Brainstorm ideas to complete final sentence, Then she put it away safely... The teacher scribes several appropriate suggestions onto strips of paper. Students may illustrate the wall story using collage materials. Teaching instructions for Wall Story Activity are on Worksheet 1, page 15. Teacher models text innovation by changing words. For example, change the name of the sick child, mum to dad, she to he or to choices given by students. Individuals The teacher positions story where students are able to change cards and make themselves the central character in subsequent activity times. 13
14 EARLY STAGE 1 UNIT ONE LESSON 5 Early Stage 1 Unit One: All about medicines Lesson 5: What are the rules for taking medicines? Things to look for - can students: appreciate that medicines are to be taken only by the person for whom they are prescribed? identify situations that may lead to problems? understand the need for responsible behaviour? Resources: Various items: toothbrush fruit asthma puffer clean, empty cough medicine bottle books. Organisation Suggested activities Review the concept that medicines must be stored safely by reading the text from the Wall Story activity. Teaching points Introduce the concept of ownership and sharing. Display various items such as fruit, a toothbrush, a comb, asthma puffer, books and medicines. Discuss: what do you own that you can share with other people? Why? what do you own that you do not share? Why? Students may suggest sharing items such as books, games or food. Students may suggest items such as swimming costumes, underclothes, birthday presents, medicines as items not usually shared. This activity highlights that there are some items that are not shared, such as medicines. Discuss reasons for student choices. Emphasise: medicines should not be shared, and explain why. Discuss where first aid materials (antiseptics, tweezers) are kept at school and the rules associated with their use. Visit the first aid area. Meet the person responsible for first aid, for example, school support staff, Aboriginal Education Assistant. Discuss the procedures followed in the first aid area. The teacher may emphasise the concept of caring for friends at school when they are sick and demonstrate the first aid procedures. 14
15 Early Stage 1 EARLY STAGE 1 UNIT ONE LESSON 4 WORKSHEET 1 Safe storage of medicines Story: Page 1: Colin was sick in bed. The doctor came to visit. Page 2: His mother talked to the doctor. Colin had to take medicine. Page 3: Colin s mum gave the medicine to Colin. Then she put it away safely... Words where innovation on text may occur. Teaching Instruction 1. Write story onto three pages. 2. Teacher reads story with class. 3. Students brainstorm ending to final sentence. 4. Teacher records several suggestions on strips of paper. 5. Extra names/blank strips available for use in text innovation. Students suggest alternatives. 6. Students may illustrate using collage material. 15
16 STAGE 1 UNIT ONE OVERVIEW Unit One - Medicines and Me Outcomes Knowledge and Understanding Recognises that positive health choices can promote well being. (PHS1.12) Indicators Sample indicators could include: identifies appropriate use, administration and storage of different types of medication Stage 1 Identifies the ways in which they communicate, co-operate and care for others. (IRS1.11) Skills Communicates appropriately in a variety of ways. (CS1.1) explains why different people are important to them demonstrates ways to care for others. Sample indicators could include: discusses how to store medicines safely creates a picture about people who give them medicine. Values and Attitudes Increasingly accepts responsibility for personal and community health. (V4) Sample indicators could include: appreciates the need for safe practices in a range of situations and environments. Content Strands Personal Health Choice Health Services and Products people who keep me healthy - home Drug Use purpose of medication safe use of medication administration of medicines safe storage of medicines Safe Living Personal Safety safe/unsafe situations Home and Rural Safety hazards inside/outside safe handling of substances/animals Growth and Development The Body body care and maintenance Interpersonal Relationships Communication expressing needs, wants and feelings active listening skills showing concern for others Families family roles Groups working with others Overview of lessons in this unit Lesson 1 - What happens when I am unwell? Lesson 2 - Who helps me when I am sick? Lesson 3 - How do we use medicines safely? Lesson 4 - How do my friends and I take medicines safely? Lesson 5 - What is safe and unsafe around the home? 16
17 Stage 1 STAGE 1 UNIT ONE LESSON 1 Unit One: Medicines and me Lesson 1: What happens when I am unwell? Things to look for - can students: identify situations when they have been unwell? communicate information efficiently? express feelings? Resources: Story about being sick, or taking medicines Paper for graphs Paper Paints Organisation Suggested activities Read or tell a story containing a character who is sick. Discuss situations/times when students have felt unwell. Examine the following: how did you feel? did you take any medicines? who gave you medicines? who decided if you took medicines? Teaching points The school librarian may suggest a list of suitable books, or teacher may improvise a story. Teachers may need to revise that medicines can be: prescribed by doctors purchased over the counter administered by parents and caregivers. Pictorially graph results of: who has been to the doctor? who has been to hospital? who has taken medicines? Individuals Students paint a picture of themselves or someone they know in hospital. Student and/or teacher writes caption underneath, for example, What happens when I am unwell? Display and discuss paintings. 17
18 STAGE 1 UNIT ONE LESSON 2 Unit One: Medicines and me Lesson 2: Who helps me when I am sick? Things to look for - can students: identify people who give them medicines? know where to go at school to get assistance? demonstrate appropriate procedures for helping someone? Resources: Pictures of medical people, families Stage 1 Organisation Suggested activities Teaching points Display and discuss pictures of medical personnel who could help when someone is sick. Discuss: who are these people? how do they help us? Pictures may be accessed from the library and could include pictures of doctors, nurses or ambulance officers. Other people who may help include family, relatives and school personnel. Ensure that pictures are culturally appropriate and reflect the diversity in school enrolment. Discuss: how can you help if someone doesn t feel well at school? Visit the school first aid area. Discuss the role of the carers and the school procedures when students are sick or injured. Small Groups Role play scenarios of a student helping another student at school. Role play could include scenarios of: a student has a headache whilst in the playground a student has fallen off play equipment a student has cut him/herself a student has an asthma attack. 18
19 STAGE 1 UNIT ONE LESSON 3 Unit One: Medicines and me Lesson 3: How do we use medicines safely? Things to look for - can students: give reasons for taking medicines? predict consequences of taking incorrect medicines? appreciate the need for responsible behaviour? Resources: Asthma inhaler Medicine bottles and packets Large paper Textas Crayons Worksheet 1 Who gives me medicines?, p.23 (may be enlarged) Organisation Suggested activities Display a variety of empty medicine containers, for example, tablets, liquids and inhalers. Discuss why people use them and when they need to be used: who has taken medicine? who gave it to you? who looks after the medicines? why is it so important to be so careful with medicines? Teaching points Refer to Glossary, page 150, for examples of types of medicines. Individuals Discuss the rules for taking medicines at home. List ideas. Students could predict what might happen if too much or not enough medicine is taken and who could assist in this situation. Complete Worksheet 1, Who gives me medicines? page 23, representing the silhouette of the person who usually gives medicine. Students add to silhouette by drawing features of an adult who is giving them medicine. Students write the name of the person on the worksheet. Emphasis should be placed on students taking only their own medicines. Rules for taking medicines: only take own medicine correct dosage/times adult supervision only taken when directed by doctor, parent or caregiver. Student must be able to identify the person who usually gives them medicines, for example, indicating that it is their grandfather by his curly hair, the student s childminder by his/ her motorbike in the background of picture, the student s mother by a distinctive long skirt, etc. Display work or construct class book, People who give me medicines. 19
20 STAGE 1 UNIT ONE LESSON 4 Unit One: Medicines and me Lesson 4: How do my friends and I take medicines safely? Things to look for - can students: make responsible decisions about medicines? describe friendly behaviour? discuss consequences of actions? Resources: Activity sheet 1 Friends do things together, p.24 Paper plates Materials to decorate paper plates Stage 1 Organisation Suggested activities Teaching points Read Activity sheet 1, Friends do things together, page 24, a story about sharing medicines. Discuss: what do friends do for each other? how do they act toward one another? when do friends not do things together? Discuss Ben s choices and the possible consequences of each choice. It is important that students learn to generate a range of possible solutions as part of problem solving. Encourage students to think of as many positive and negative choices as possible. Individuals Students draw a picture of themselves taking medicines in the correct manner. Groups Alternative activity Students create a mask from paper plates for each character in the story, Activity sheet 1. Using masks, groups of students interpret the scenario Friends do things together. 20
21 Stage 1 STAGE 1 UNIT ONE LESSON 5 Unit One: Medicines and me Lesson 5: What is safe and unsafe around the home? Things to look for - can students: identify what are safe and unsafe items? discuss why items are safe and unsafe? follow rules for playing a group game? Resources: Activity sheet 2 The Letter, p.25 Magazine pictures Cards labelled safe and unsafe Pencils Paper Organisation Suggested activities Drama Activity The teacher begins by showing the class a letter from Little Red Riding Hood s grandmother, Activity sheet 2, The Letter, page 25. Students discuss the letter and decide on their response (to go and help grandmother). Teaching points Similar folktales, legends or Dreamtime stories may be substituted if considered more culturally appropriate. Students sing a song on the way. They arrive at grandmother s cottage, knock on the door and grandmother invites them in. Students sing a song and pretend to be walking through the forest. Grandmother explains that the wolf left a terrible mess and she needs help to sort it out and place the dangerous items in a special cupboard out of reach of wolves. This cupboard has a key. Discuss: what types of things will be put in the cupboard? why does the cupboard have a key? why do we have special places for unsafe things? where do you think grandmother should put the key to the cupboard? The teacher may use a grandmother voice. 21
22 STAGE 1 UNIT ONE LESSON 5 Unit One: Medicines and me Lesson 5: What is safe and unsafe around the home? (cont.) Stage 1 Organisation Suggested activities Teaching points The teacher shows magazine pictures of medicines, alcohol, household products, food, furniture, a cigarette lighter. Discuss and record: what can you see? what can you see that is safe? what can you see that is unsafe? where should the unsafe items be kept? Play Identification Game Students match magazine pictures with labels safe and unsafe. Identification Game. Teacher places signs safe and unsafe at designated parts of the room. Teacher displays magazine picture or label. Students decide whether object is safe or unsafe and move to the appropriate side of the classroom. Individuals Students write a letter to Little Red Riding Hood s mother telling her how they have helped grandmother. Letters may be individually written or be written as a jointly constructed class text. (Class may receive a thank you letter from grandmother). 22
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text:
Click Image for Additional Pictures
Code: vitraalgue
Light Green
Light Red
Ronan & Erwan Bouroullec: Algue Box (Set of 25)
Vitra, Germany.
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SKILLS ASSESSMENTS: All 'Skilled' visa applicants must be skilled assessed to be eligible to migrate to Australia. Approved skills assessments will now last only 3 years.
Intending migrants with no formal qualifications can still be 'skills assessed' via a process known as 'Recognised Prior Learning'.
Some 457 visa applicants also need to be 'Skills Assessed'. Contact Us now for 'no obligation' FREE advice.
SKILLED OCCUPATION LIST: Good news for those in the 'Construction Industry' as Bricklayers and Wall and Floor Tilers have been put on the new 'Skilled Occupation List'
These occupations were removed from the list 2 years ago, however an acute shortage was quickly experienced due to the surge in new home starts and they were re-added.
Click Here to see if your occupation in on the 'SOL' list or Click Here for the 'CSOL' list. If it is Contact Us for our Free no obligation opinion on the 'way forward' for you.
ALSO, if you are in the 'Hospitality' industry the good news is that 'Chefs' have also been added to the list. This is especially important if you are commercial cookery student already in Australia because residency options are now available.
PERMANENT RESIDENCY FOR 457 VISA HOLDERS: A common pathway to becoming a permanent resident is if you have worked for your employer for 2 of the last 3 years.
This can be done via the 'Temporary Residence Transition Stream'. You may also be able to apply for an alternative permanent position (if your current temporary position is not available for permanency) as long as they are closely related.
You will also not need to be 'skills assessed' in this category so Contact Us now for our Free 'no obligation' assessment as the way forward in this category can be complicated.
STUDENTS - NEW ENGLISH LANGUAGE TEST: From November 2014 English language test scores from the Test of English as a Foreign Language internet-based test (TOEFL & IBT) and the Pearson Test of English Academic (PTE Academic) across the Temporary Graduate, Skilled, Former Resident and Work and Holiday visa programmes will be accepted.
REMEMBER Always use an Australian Registered Migration Agent. And note that their first 2 digits will denote the year they qualified.
Our head office is in Australia and regional offices are also located in the United Kingdom, Ireland and now India.
Our principal's MARN registration number is 0320925. ASC Migration has been providing professional immigration advice and services since 2003.
Contact Us now for Free 'no obligation' advice.


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Special Coverage
Toyota's Safety Crisis
Coming as no surprise, Toyota Motor Sales U.S.A. Inc.'s January sales fell 8.7% on a daily sales basis, compared with year-ago, to 98,796.
It was the first January since 1999 that Toyota's deliveries have dropped below 100,000 units. The auto maker's sales also fell 19.7% below Ward's January 2010 forecast of 123,000.
An examination of the January numbers shows many of the Toyota models taking the biggest hits were not among the eight whose sales were halted last week due to a recall for sticking accelerator pedals. Nor were they part of an earlier recall for floor-mat entrapment.
Bob Carter, group vice president and general manager, Toyota Div., tells the media in a conference call Toyota's January sales fell 23%, or 20,000 units, below its expectations. But there is no way of knowing how much the recall affected deliveries.
"The seasonality is significantly down in January vs. what the industry sells in December," he says of the traditionally slow sales month.
Carter reiterates during the sales call Toyota's first priority is fixing customers' cars that are implicated in the recall, and the company has no projection to offer on when it will lift the ban on sales and begin moving inventory on dealer lots.
"Once we get customers taken care of, then we'll begin to evaluate plans at that point," Carter says.
The Toyota model suffering the biggest decline in January was the low-volume Lexus LS 600h hybrid-electric sedan, plummeting 70%, Ward's data shows. The low-volume Lexus SC convertible followed, losing 64.4% of its year-ago volume.
Toyota's Sienna minivan, the next generation of which goes on sale this month, was the No.3 volume loser in January, with deliveries plummeting 57.1% from like-2009.
Among the recalled models, the Sequoia SUV, Avalon large sedan and Matrix compact 5-door were Toyota's fourth, fifth and sixth biggest volume losers in January. Sequoia sales tumbled 56.2%, Avalon's declined 51.7% and Matrix deliveries slid 47.8% from year-ago.
Sequoia sales fell sharply below prior-year in December as well. However, year-ago volume was strong, as the current Sequoia was all-new in late 2008.
The Avalon is due to be replaced soon, and a redesigned model will make its debut next week at the Chicago auto show. Declining sales in recent months have been fairly modest, suggesting the car has suffered some fallout from the recall and ensuing negative publicity about Toyota. Deliveries were down a mere 1.9% in December and 15.5% in November.
Toyota's best-selling models were most robust in January. The Corolla compact sedan, Toyota's second best-selling vehicle in the U.S. and also involved in both recalls, saw a 1.9% uptick in deliveries last month, Ward's data shows. Other gainers included the Lexus ES, up 6.6%, and the Toyota RAV4, up 6.5%.
Toyota's best-selling car in the U.S., the Camry midsize sedan, had some units that were not on sale last week due to the recall. The Camry lost 17.7% of year-ago volume, ending January with 14,925 deliveries. Rival cars from competitors American Honda Motor Co. Inc. and Nissan North America Inc. saw a considerable sales' rise, with the Accord up 35.6% and the Altima up 31.8%.
Toyota's standard Highlander cross/utility vehicle, whose sales were halted last week, experienced a 10.3% dip in January, while deliveries of the Highlander Hybrid, not part of the stop-sale, fell 42.1%.
Hybrid and Lexus models for the most part did well in January. Sales of hybrids, including both Toyota and Lexus brands, rose 11.2%, with the Prius up 13.2%. The Prius was implicated in Toyota's floor-mat recall but is not part of the 8-model sales ban.
Lexus deliveries rose 19.9% in January, with the RX CUV once again the brand's best-seller, with 5,688 sales. However, the HS 250h dedicated Lexus hybrid continued to underperform, selling only 1,247 units. Lexus officials have pegged HS annual sales at 20,000-22,000 units.
No matter the reason for Toyota's poor January performance, the auto maker lost the No.2 sales spot in the U.S. to Ford Motor Co. for the first time since May 2009, Ward's data shows. Toyota's market share also is expected to fall.
More bad news came when U.S. Transportation Secretary Ray LaHood earlier today told the Associated Press Toyota was "a little safety deaf" in its decision to recall vehicles. "While Toyota is taking responsible action now, it unfortunately took an enormous effort to get to this point," he is quoted as saying.
Toyota responded in a statement, saying it "understood that the soonest possible action would be in the best interests of our customers.
"We are very grateful for the advice of all the government agencies involved and feel that through our handling of the recall we have a chance to regain our the trust of our customers. We will continue to cooperate fully with (the National Highway Traffic Safety Admin.) on all vehicle safety issues."


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Restaurant review: De Mondion • Malta
Consistently rated among the top restaurants on the island, de Mondion gets full marks for service, food quality, presentation and wine list. The menu, which is revised seasonally, is designed by chef de cuisine Kevin Bonello and his award-winning brigade. Try the foie gras terrine with truffle oil or the Scottish scallop carpaccio for starters, followed by the fresh local fish of the day, prepared to your liking, or the roasted venison fillet. For a truly enchanting evening, book a table on the terrace and dine al fresco on the Mdina bastions. For a more casual meal head to Trattoria AD 1530 (open 10.30am-10.30pm daily), also found at the Xara Palace Relais & Châteaux, which offers everything from sandwiches and salads to meat and fish dishes.
By Sarah Micallef, features writer
The Xara Palace Relais & Châteaux Council Square, Mdina. +356 2145 0560. Open 7.30-10.30pm Mon-Sat. Main courses €30-€40. Credit AmEx, DC, JCB, MC, V.


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Showdown In The Sunshine State
Showdown In The Sunshine State - Mixed Martial Arts (MMA) Event on April 19, 2009 in Sanford, Florida USA
The American Combat Association's "Showdown in the Sunshine State" will be taking place on Friday, April 17 with a 7pm belltime. The event will be held at the Pro Wrestling Fusion International Wrestling Academy on 1954 Dolgner Place in Sanford Florida.
Directions: http://maps.google.com/maps?q=1954+Dolgner+Place+in+Sanford+Florida%2C+Orlando%2C+FL+32801


text: On Thu, Apr 9, 2009 at 6:42 PM, Jesse Keating <jkeating redhat com> wrote: > On Thu, 2009-04-09 at 16:24 -0700, Chuck Forsberg WA7KGX N2469R wrote: >> >> Today's 64 bit rsync pxeboot install fails right after entering the >> root password. The message is: An error occurred attempting to load >> an installation interface component >> >> className = PartitionTypeWindow > > This is not bugzilla. Nor is bugzilla the fedora-test maillist. People are different, therefore so is their workflow. I think people on this list should be more accepting of this fact, especially since reading of fedora-test is advised early in the rawhide test process: http://fedoraproject.org/wiki/Releases/Rawhide#Testing_Rawhide > Your issue is known and fixed already. Thanks for the info - you and a few select others on the planet actually knew that. jerry


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Bird strike forces Fenerbahce plane into emergency landing ahead of Man Utd tie
Fenerbahce's plane transporting them from Turkey for Thursday's Europa League clash at Manchester United has been forced into an unscheduled landing in Budapest.
A message posted on the club's official Twitter page just before midday on Wednesday said a forced landing was made in the Hungarian capital after a bird struck the aircraft's windscreen.
The message was accompanied by photographs apparently of the plane's windscreen, with the glass covered in cracks.
Fenerbahce added in the message: "There is nothing alarming".
Kafilemizi Manchester'a götüren uçağın camına kuş çarpması nedeniyle, uçak Budapeşte'ye zorunlu iniş yaptı. Endişe verici bir durum yok. pic.twitter.com/tYhUWp2omJ— Fenerbahçe SK (@Fenerbahce) October 19, 2016
The club is scheduled to hold a press conference at Old Trafford at 6pm on Wednesday, followed by a training session, ahead of Thursday's Group A match.
Manchester United replied to Fenerbahce with a tweet from their official account:
@Fenerbahce Wishing you a safe trip for the rest of your journey to Manchester. See you soon!— Manchester United (@ManUtd) October 19, 2016


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An Indonesia volcano erupted on Saturday forcing thousands to run for their lives.
With lava and gas spewing further than originally expected officials have been forced to move some 6,300 families out of the danger zone.
According to local reports Mount Sinabung, on the island of Sumatra, erupted at least 77 times in a 24-hour period.
The volcano, in the North Sumatra province, is one of many in the area that are active due to the fault lines of the Pacific Basin.
With debris spreading as far as four miles in places it is expected the evacuation zone will soon be increased, with an estimated 60,000 locals having to be uprooted.


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Serena Williams out of Australian Open
MELBOURNE, Australia -- Serena Williams is out of the Australian Open after losing her quarterfinal match 3-6, 7-5, 6-4 to 19-year-old American Sloane Stephens.
Williams appeared to hurt her lower back while attempting to pull up short of the net during the eighth game of the second set. She called for a trainer after the ninth game with the score 5-4 and on serve.
Stephens won the second set when Williams, serving slower than usual, was broken. Williams also had her service broken in the final game of the match.
At 2-1 and on the way to a changeover in the third set, Williams smashed her racket angrily on the court then threw it toward her chair.
Stephens will play defending champion Victoria Azarenka in the semifinals.
Copyright 2013 by The Associated Press
This story is from ESPN.com's automated news wire. Wire index
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- Andy Murray takes out Kevin Anderson in three sets to reach the Miami Open quarterfinals.
Story »
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- Andrea Petkovic takes out Karolina Pliskova at the Miami Open.
Scores »
- Serena Overpowers Bellis
- Serena Williams takes care of CiCi Bellis in straight sets.
Story »


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Catching the Criminals: Mesothelioma Victim Frank Bender's Legacy
Tracy, California
Tracy is a city in San Joaquin County, California. Located in the Central Valley east of the San Francisco Bay Area, Tracy has a population of about 82,900. Tracy was founded in 1878 along a rail line of the Central Pacific Railroad. Though largely residential, Tracy also has an active economic base, incorporating manufacturing, distribution, and healthcare. In recent years, the city has begun to focus on high-tech and "green" industries. Notable employers include a Safeway Distribution Center, a Leprino Foods cheese factory, Deuel Vocational Institution and Defense Distribution Depot San Joaquin.
Tracy's existence can be credited to the railroads. Established by the Central Pacific Railroad, Tracy was partly created from nearby Ellis, whose residents and even buildings were relocated to Tracy. In 1894, moved its headquarters to Tracy. The town grew quickly and was incorporated in 1910. Early industry focused on the railroad and on agriculture. The Holly Sugar Company built a beet sugar refinery in 1917. The plant stopped processing sugar in 2000, and some of the site has been converted for other uses. In 1946, Bechtel Corporation built a tomato processing plant for the H.J. Heinz Company. The plant, one of the largest then in existence, closed in 1998. Owens-Illinois of North America has operated a glass-bottle factory in Tracy since 1962. The city's convenient rail and highway access to the Bay Area and Sacramento has made it a prime location for distribution centers for companies such as Crate and Barrel, Orchard Supply Hardware and United States Cold Storage. Agriculture still plays a part in Tracy, with grapes and hay among the primary crops.
Tracy has a strong history of manufacturing, construction and transportation, making asbestos exposure an ongoing concern. Workers exposed to asbestos may be at risk for mesothelioma, a cancer of the lungs. For your convenience, we have listed mesothelioma doctors located in or near Tracy at the bottom of this page. If you were exposed to asbestos in Tracy, you may benefit from seeking the advice of a mesothelioma lawyer.
Asbestos Exposure at Jobsites in Tracy
The Mesothelioma Cancer Alliance has compiled information obtained from a number of sources to identify the following jobsites in Tracy where asbestos exposure was known to have occurred. These sites are listed below.
- Afb Contractors
- California Aqueduct
- Cheese Factory
- Deuel Vocational Institute
- H.H. Grimes
- H.J. Heinz Company
- Holly Sugar Company
- Nor Cal Scrap Metals
- Owens Corning
- Pseg Global
- Reed's Trenching, Inc.
- S&W Fine Foods
- Thermal Energy Development Company
- Tracy Biomass Plant
- Tracy Defense Depot
- Tracy High School
- Tracy Printing
- U S Army
- West Park School
- West Side Irrigation District
Mesothelioma Cancer Centers near Tracy, California
For your convenience, we have compiled a list of mesothelioma cancer centers that are located within a 100 mile radius of Tracy, California. Please click on a cancer center link to obtain more information about the clinical programs offered, professional designations, areas of expertise and how to contact the center.
UCSF Medical Center at Mount Zion
Helen Diller Family Comprehensive Cancer Center
1600 Divisadero Street
San Francisco, CA 94115
Distance: 51.9 miles
University of California San Francisco Medical Center
505 Parnassus Avenue
San Francisco, CA 94143
Distance: 50.8 miles
Stanford Cancer Institute
Stanford Cancer Center
875 Blake Wilbur Drive
Stanford, CA 94305
Distance: 41.8 miles
Mesothelioma Doctors near Tracy, California
For your convenience, we have compiled a list of mesothelioma doctors that are located within a 100 mile radius of Tracy, California. Please click on a doctor link to obtain more information about his/her background, areas of expertise, professional affiliations, and office locations.
Dr. Mark R. Cullen
Stanford School of Medicine
1265 Welch Rd
Stanford, CA 94305
Distance: 41.8 miles
Dr. David M. Jablons
UCSF Medical Center at Mount Zion
Helen Diller Family Comprehensive Cancer Center
1600 Divisadero Street, Fourth Floor
San Francisco, CA 94143
Distance: 50.8 miles
Dr. Thierry Marie Jahan
UCSF Medical Center at Mount Zion
Helen Diller Family Comprehensive Cancer Center
1600 Divisadero St., Fourth Floor
San Francisco, CA 94143
Distance: 50.8 miles
Dr. Mark W. Lischner
Pulmonary Medicine Associates
5 Medical Plaza Drive, Suite 190
Roseville, CA 95661
Distance: 72.9 miles
Filing an Asbestos Lawsuit in Tracy, California
Don't lose your rights! If you or a loved one has been diagnosed with mesothelioma and were exposed to asbestos in California, you may be entitled to compensation. You may have limited time to file a claim. If you have been diagnosed with mesothelioma and have a pathology report in hand to support that diagnosis, you are eligible for financial assistance.
Asbestos Related News in California
CA Supreme Court Says Companies May Be Held Liable for Secondhand Asbestos Exposure
The Supreme Court of California has issued a ruling that companies can be held accountable for secondary exposure to asbestos in a worker's home.
Atezolizumab Approved for Non-Small Cell Lung Cancer Patients
PD-L1 inhibitor atezolizumab has been approved for use with chemotherapy-refractory metastatic Non-Small Cell Lung Cancer patients.


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RPM Investments® (RPM) has the knowledge and expertise to assist you with all your 1031 exchange needs. The RPM team has over 30 years of experience in the business and has traversed the recent economic times. RPM is a company that puts the security of your funds first. With us, your funds are held in a qualified escrow interest-bearing account so your funds can be disbursed immediately. We also do not retain any of the interest earned on your funds, all interest accrued is credited to our clients. You can be confident your money is working for you even while it is waiting for your next investment.
Rather than paying the capital gains taxes on the sale of your investment property, Section 1031 of the Internal Revenue Service's Tax Code allows you to defer payment of capital gains taxes due on the sale of real property if the exchanger, through a qualified accommodator, purchases a replacement property within 180 days of the original sale date.
All funds are held by Commerce Escrow, a division of Opus Bank, a California-based commercial bank, in a qualified escrow account. This type of account benefits our clients because funds are never commingled with anyone else's funds. Each exchange account is segregated into its own escrow account. Opus Bank is a member of the Federal Deposit Insurance Corporation (FDIC). Your deposits are insured for the standard FDIC deposit insurance coverage limit of $250,000 per depositor, per ownership category. To learn more visit www.FDIC.gov.


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It May Not Be Friday, But Payday Is Coming! (1 of 3) by Steve Wagers
This content is part of a series.It May Not Be Friday, but Payday Is Coming! (1 of 3)
Here Comes The Judge!
Pastor Steve N. Wagers
2 Corinthians 5:10
1. I suppose that all of us, at one time or another, has had to encounter the experience of living 'paycheck to paycheck.' It seems to be a common occurrence in the average American family. In fact, we're told that in the year 2001:
42% of middle-class America, in a one income home, lived from week to week; and,
55% reported that checks were written before the appropriate monies were deposited into their account.
2. Because of the growing dilemma a so-called 'solution' was introduced a few years ago. The California Senate Bill 1959, passed in July of 1996, changed everything. Legislators realized the need for consumers to secure small, emergency loans, with little or no red tape. They also recognized that banks were closing branches as a result of mergers and acquisitions, making it difficult for their constituents to avail themselves of bank services. And, the typical consumer finance companies were not interested in originating $100 to $500 non-secured loans for "surprise" expenses, like auto repairs, cover a check they have written, rent, or a utility bill.
3. As a result, Payday Advance Loan Centers have been opened all over the globe. Payday Advance Loans allow the customer the opportunity of obtaining "advance" cash before their normal payday. Typically, a customer will write a check, for the amount desired (plus a small fee), against their paycheck. Then, they are scheduled to pay the amount back when they are paid. The Credit Research Center at Georgetown University revealed that:
More than half of payday advance customers report annual incomes between $25,000 and $50,000
Two-thirds of payday advance customers are under 45 years of age.
66% of most recent new advances were used to cover an unexpected expense
59% percent of customers who considered other sources of credit chose payday advances because ...
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1994 Caperdonich 46% (LCBO# 262790)
— 1994 Caperdonich 46% (LCBO# 262790)
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Why Lots Of Guys Happen To Be Seeking Boots
The sort of shoes and boots a person has on can suggest a good deal about them. Because the particular footwear you don may speak volumes it is critical that you choose a pair that says exactly what you want them to actually say. Currently, it appears to be as if far more fellas enjoy donning boots, specifically
timberland womens
. There's unquestionably some sort of reason adult men are inclined to gravitate to these specific kinds of boots and shoes.
First off, these types of shoes currently have a reputation for simply being extremely comfy. Comfort is a little something of which the vast majority of men and people typically tend to gravitate to. If a set of shoes or boots will not be comfy, it probably will not have a lot of men purchasing it.
Adult men in addition are likely to get pleasure from a lot of these boot styles due to how durable they really are. Nowadays, quite a few shoes usually are not designed to survive. A set of boots and shoes, whenever used every single day, may very well remain in one piece for no more than a year. Even so, timberland boots for men are already able to last considerably longer.
Not merely are these kind of shoes and boots tough but they really are incredibly versatile likewise. These kinds of shoes will often be equipped with quite rough rubber outsoles in which help provide the shoe plenty of traction. A whole lot of guys tend to employ these types of shoes or boots while engaged on tasks of which are generally very demanding. Nonetheless, a lot of these boots are also extremely stylish and elegant, plus they frequently have an extremely relaxed feel to them.
These are only a number of the logic behind why many adult men have a tendency to gravitate to those certain forms of boots. Once again, they can be
pretty comfy
and extremely strong. Furthermore, these particular boots are very flexible and also may be employed in various settings.


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Latest Android M, launched for Sony Xperia
Recently, Sony has released a video on their official mobile developers blog reveal that they Sony has launched the latest android m for Sony Xperia z3 compact.
This video tells us about the new dialer window, contacts, new icons with m features, new shades of notification, and the new way to launch the recent apps. But the main thing is that the new android m has missing one of the important parts is missing in this video that is the apps drawer, and it was a shocking preview.
You need to have recovery mode for running this update on your Sony mobile phone and you can also run this update if you have similar features and functions. This developer mode also has some drawbacks because the camera and modem is not working properly but android developers will soon announced the update of this version.
The official version of ANDROID M will be launched in the start of 4 Quarter of 2015.
You can also go to the http://www.sonymobile.com/ and check the latest news about the new release of android m.
"I didn't recommend you to install this update now as it has many draw backs now. Soon it will be solved. But Yes! If you cant wait for android m official release and want to see what are the latest features in this version then surely go for it."


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Florida Senate Surprisingly and Swiftly Removes Confederate Flag From Seal
Most casual observers assumed the Florida Senate was going to mess around when it came to the seemingly simple business of removing the Confederate flag from its official seal. After all, the Senate just started its third special session of the year in yet another attempt to redraw Florida's unconstitutional congressional districts. But surprisingly, the Senate actually decided to get that Confederate flag business out of the way with relative ease.
Earlier this month, the Senate Rules Committee unanimously agreed that the stars and bars should be removed from the seal after a suggestion from Senate Democratic Leader Arthenia Joyner. However, the issue wasn't expected to come up until the start of the regular session in January. In fact, the issue wasn't even scheduled to come up during this 19-day special session.
However, Senate President Andy Gardiner, a Republican from Orlando, allowed the issue to move forward, unscheduled, this afternoon.
As a procedural issue, the motion didn't require a vote with each senator putting a vote on issue. However, the motion drew no objections and was officially passed.
The seal had featured what's commonly referred to as the "five flags of Florida," which are the flags of every nation that has flown over the state — not counting the flags of any Native American tribes, however. That included the flags of the United States, the United Kingdom, France, Spain, and the Confederacy.
The new design replaces the Confederate battle flag with Florida's state flag.
Today the @FLSenate under the leadership of @DSimmonsFL & @JoynerforSenate adopted a new Senate seal. #sayfie pic.twitter.com/Ei7Kuw6nYW— FL Senate Majority (@FLSenateGOP) October 19, 2015
It's possible, however, that the new design could just be a temporary replacement. In fact, the "five flags" scheme may eventually be done away with altogether.
"(We should) look at all the flags on the seal," Sen. Rob Bradley, said during discussion on the senate floor. "There were things that occurred in the name of some of these flags that history has now looked upon as being abhorrent."
Whoa, we have a Republican state senator from Florida actually taking issue with the colonial violence undertaken under the flags of European nations.
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Each month, Rated People connects over 50,000 homeowners with quality tradesmen - simply enter your job details in the form above to get started.
We'll match your job to the relevant tradesmen in your area - those interested will pay to see your contact details and call you to quote.
As each tradesman expresses interest in quoting on your job, we'll send you their profile and ratings to help you choose the right one for you.
After the work is complete, return to the site and rate your tradesman based on their quality of work, reliability and value for money.
Painter and decorator
Added 15/05/2017
Services required: painting 2 x bedrooms, 1 x lounge/living room, 1 x bathroom, 1 x kitchen...
Kitchen Specialist
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Remove old cupboards, tiles, gas hob and electric oven and install new cupboards, electric...
Heating Engineer
Added 01/09/2016
Need to replace the old gas boiler and install gas radiators (have hot air system at prese...
Carpenter / Joiner
Added 21/03/2016
Repair/adjust 1 x solid external door Services required: repair paintwork / varnish Additional...
Added 10/03/2016
Painting, filler in walls, fix a few tiles in bathroom, fix kitchen cupboards.
Added 09/01/2016
Renew spot lights to a hallway x2 and a kitchen
Managing your job is easier with the Rated People Homes App, download it today.


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Local bands always seem to make their way to this spot to put on a free show for guests, so grab a drink and maybe a bite to eat while you sit back and enjoy the island vibe.
The bar is set in a wooden shack on an open air patio with a view of the beach -- a true island beach bar.
Ike & Donkey Beach Bar is situated near the heart of the island of Grand Turk; it is a mile and a half (two and a half kilometers) to the north of Cockburn Town.
Location: Grand Turk
Website: http://www.bohioresort.com/dining/ike-donkey-beach-bar/
Help us improve! We welcome your corrections and suggestions.


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Draftrite Draft Gauge
BACHARACH| Zoro #: G1705207| Mfr #: 13-3000
Zoro #: G1705207Mfr. Part #: 13-3000
$114.30 /ea
This item ships free. DetailsStandard ground shipping
Technical Specifications
|Zoro #: G1705207 Mfr #: 13-3000
|Function: Free-floating Pointer, Indicates Sudden Changes from Draft to Pressure Caused by Puffbacks
|Pressure Range: +0.10 to 0 to -0.14
|Item: Pocket Draft Gauge
|Country of Origin (subject to change): United States
Product Description
Draftrite Pocket Draft Gauge, Pinpoints Draft Trouble, Chimney Defects


text: Swisscom uses Telit platform to power IoT service offering06 Nov 2015 02:42 PM Swiss mobile communications provider licenses Telit's turnkey Internet of Things technology platform for mobile network operatorsSwisscom has licensed Telit's IoT application enablement platform as the core embedded technology for the new IoT services the mobile operator will be offering. The turnkey IoT platform will enable the Swiss communications provider to offer end-to-end IoT services and rapid application development.The Cloud-based platform, powered by deviceWISE, is installed in the Swisscom data centre in Switzerland. The IoT platform includes all the critical connection, management and integration functions for scalable and secure IoT deployments.Telit claims the differentiators provided by its platform include built-in capabilities for connectivity management, remote device management, edge intelligence, enterprise integration, end-to-end security, custom app creation, dash boarding and big data analytics.The deviceWISE platform extends Swisscom's service portfolio whereby Swisscom is adding business process design, predictive analytics and ERP integration centred on its customers' connected 'things' under its system integration services.The IoT platform also supplements the platform-as-a-service (PaaS) offering for Swisscom customers. Swisscom recently launched its application cloud for developers. Swisscom aims to help its industrial customers develop solutions that foster efficiency in daily processes, increase customer intimacy and enables business model innovation."By 2020, it is expected that over 50 billion objects, machines and devices will be connected to the Internet worldwide, which will enable entirely new business models," said Sergio Chiandetti, Head of Business Process Solutions & Services at Swisscom. "With the new IoT platform we are prepared to accompany our customers into the digital future." James Atkinson EditorLinkedIn |Google + |Email Leave a CommentPlease write code to prove you're humanMore on... IoT GeneralMWC17: Nokia introduces worldwide IoT network grid as a service Libelium adds industrial protocols to its IoT sensor platformInmarsat and Actility team up for global LoRaWAN IoT network More on... Critical CommunicationsFinland and Norway sign cross-border TETRA communication dealCC Europe 2017: Hytera showcasing new base station and handheld radioLatest in IoTAltair Semiconductor introduces narrowband CAT-M1 and NB1 chipsetTelefónica, Huawei and Kamstrup launch in NB-IoT project in Chile oneM2M standard holds third IoT interoperability event


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Life Insurance Corporation of India (LIC) has invited applications for recruitment to the post of Assistant Administrative Officer.
Name & no. of posts
Life Insurance Corporation of India (LIC) will recruit 30 candidates for the post of Assistant Administrative Officer.
Minimum age limit and qualification
Candidate's age should be between 21 years to 30 years as on 01.03.2014. Age relaxation is as per rules. For educational qualifications and more details refer the link given below:
LIC AAO Recruitment 2014 Apply Online
LIC AAO Recruitment 2014 Certificate Formats and Details
How to apply
Candidates are requested to apply online only by using the website www.licindia.in on or before 06.04.2014.
Important dates
Last date for submission of online application: 06.04.2014
Last date for payment of online application: 06.04.2014
Last date for reprint of online application 21.04.2014
Download of Call Letter for Examination: 1st Week of May, 2014
Date of online examination: 11.05.2014


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White Horseradish Barbecue Sauce
Recipe by Shelby Jo
This recipe comes from "Taste of the South" magazine. I don't like horseradish, but my husband loves it. I'll have to make this for him. Although barbecue sauce is in the title, this is nothing like a regular barbecue sauce that you'd buy in the store. It is very simple to make and keeps for approximately 1 week in the refrigerator.
Top Review by breezermom
This is a great white barbecue sauce! I have one I usually use (not posted), but this one will work with chicken or beef. It's a great sauce, and I'll definitely be making it again.
See Discussion:1 Review
Ingredients Nutrition
- 1 1⁄2 cups mayonnaise
- 1⁄4 cup apple cider vinegar
- 1⁄4 cup prepared horseradish sauce
- 1 tablespoon coursely ground black pepper
- 1 teaspoon sugar
- 1 teaspoon salt
- 1 teaspoon minced roasted garlic
- 1⁄2 teaspoon ground cayenne pepper
Directions See How It's Made
- Combine all ingredients in a small bowl, whisking well.