text:
MultiChoice Nigeria donates 1.2 Billion Naira to support Nigeria's Fight against Coronavirus
MultiChoice Nigeria has announced a number of initiatives to support the Federal and Lagos Governments' efforts in ameliorating the impact of the COVID-19 outbreak in Nigeria.
The leading entertainment and media company's contribution in the fight against COVID-19 includes cash support of N200m and N50m to the Federal and Lagos State Governments respectively, the donation of 10,000 certified test kits to the NCDC, Public Service Announcement COVID-19 prevention tips in English, Pidgin, Ibo, Yoruba and Hausa languages as well as approved inventory worth over N550m highlighting the NCDC's COVID-19 Helplines and PSAs on more than 10 channels across DStv and GOtv.
The company will also cover the remuneration for engaged creative industry professionals whose productions have been disrupted, with a committed sum of up to N400m.
As seen in the most hard-hit countries, the availability of test kits and supplies for medical personnel have been some of the biggest challenges in fighting the pandemic.
The outbreak has also had a direct impact on individual businesses and general economic activities. Nigeria's creative industry has been particularly affected, with ongoing productions suspended in response to the government's advisory on public gatherings and social distancing.
MultiChoice Nigeria's intervention, in line with its values as a responsible corporate organisation and leader in the media and the creative sector, is aimed at supporting the authorities in fighting the pandemic and reducing its attendant impact on Nigeria's national economy.
According to the Chairman MultiChoice Nigeria, Mr Adewunmi Ogunsanya (SAN) "We are donating 10,000 certified test kits to support the great work being done by the Nigeria Centre for Disease Control (NCDC) and the Federal
Nigeria records 12 new COVID-19 cases
Fuji singer, Salawa Abeni cries out after ...
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Boye Tobi
The Future Awards Africa announces call for nominations; receives United ...


This may be a n00b question posted elsewhere, but I couldn't seem to find the answer here.
Here's the problem: If a record has no data in the field that is being summed, or if there is non-numerical data, such as some dashes, the sum function returns "N/A".
but that only affects the output, which the sum function doesn't care about.
Is there a way to program for this, or do I have to scrub the data in the database to be existing and numerical?
No, it's not trivial, and I had to look up the XSLT FAQ and to test it on an own example.
In XSLT, square brackets  in an XPath define a test expression.
So the first square bracket pair just selects the field with field name (attribute name) stored in the variable $_summary-field-name-1 . Let's assume the field name is 'x'.
The second square bracket pair contains a number conversion of the value in the current XPath context (defined by the dot), i.e. the value just selected by the summing loop. The expression is true or 1 if the number conversion yields a number; if the number conversion yields 'NaN' it is false or 0 because NaN is the only number that isn't equal to itself.
Hence, if true, this evaluates to fmrs:field[@name = 'x'], the first element of field 'x' (and there is only one element!). If false, this evaluates to fmrs:field[@name = 'x'], which does not exist and hence is not considered by sum().
That is a most excellent and well-explained response. I will certainly be using the NaN does not equal NaN trick in the future.


Customer conversion is about relationships. But relationships take time. In many cases, potential customers must come into contact with your brand several times before making a buy decision. Let's look at how Shred Spot does this.
For fleet vehicle graphics in Elgin, Illinois contact us or give us a call at (630) 289-7082. We serve the entire Chicago area.
Shred Spot is a paper shredding company that set up great looking fleet vehicle graphics. For Elgin and Northbrook and the whole Chicago area, the Shred Spot brand is highly visible on the streets. The company name is a snap to remember, and the bright green graphics are easy to spot even at a distance.
The image on the back of their trucks elicits an emotional response. This makes people think twice about what they do with sensitive personal documents.
The company also is dedicated to environmental improvement which is represented in the vehicle graphic design.
The other nice thing about the Shred Spot name is that it's an easy to remember web address (shredspot.com). And when you visit their web page, the message and themes are consistent with their truck graphics. The company even went so far as to include an image of a fleet truck on their homepage.
This is great marketing. The potential customer is taken on a journey of discovery from the street to the web, and everything links together. And it gets even better.
The Shred Spot vehicles are an integral part of their business. To be shredded and recycled, paper is picked up by the bright green and white vehicles. This makes for continued brand presence in the customer's mind. If anyone ever asks a Shred Spot customer to recommend a paper shredder service, the company name is easily reproduced.
Look again at the truck graphics. In a few words they tell you what anyone needs to know about the company services. Phone number and website address are in large font while the brand logo takes center stage. This is an ideal set up that brings the brand to the front of a customer's attention.
Get great fleet vehicle graphics in Elgin, Illinois contact us or give us a call at (630) 289-7082. Serving the entire Chicago area.


Already friends before the show, Camilla Sacre-Dallerup, Julian "Julz" Tocker and Rachel White move in the same circles.
When the Kiwi producers of Dancing with the Stars started their search for a brand-new panel of judges, they cast their nets far and wide. But they needn't have – in the end, all three experts, Camilla Sacre-Dallerup, Julian "Julz" Tocker and Rachel White, were found in Los Angeles ... and it turns out they've been best friends for years!
Wellington lad Julz, 30, marvels, "We all went for this job separately and signed agreements that we'd keep it to ourselves, then suddenly we turn up to the same screen test and we're like, 'What the hell?!' It's a dream because we don't have to pussyfoot around each other. I can say what I like and know they won't take it personally."
Danish blonde bombshell Camilla, 44, agrees, but doesn't believe their casting was a coincidence. The life coach and self-help author insists, "This is fate. My agent put me forward for the job last season, but it's only come about now because the timing is right."
Brunette beauty Rachel, 30, nods. "It's strange how some things happen. These guys are both amazing friends to me and it really feels like this was meant to be."
Former ballroom champ Camilla first met a 12-year-old Julz when she was touring New Zealand, giving lessons with her Kiwi dance partner and former fiancé Brendan Cole. She recalls, "Julian was a really talented kid and even back then, I knew he'd go far."
Indeed, fast-forward a few years and Julz turned up on her doorstep in London with several bags and a surfboard, eventually moving into the same building as Camilla, who became first his dance coach and then his life coach. "She's part of my family now," he says. "We must have been very connected in a past life."
Certainly, their friendship didn't fade when Julz moved to LA – because Camilla soon followed. After six years as a dancer on the UK version of Dancing with the Stars, she relocated to Tinseltown with her actor husband Kevin Sacre and reinvented herself as a full-time wellness guru.
In Hollywood, Julz has helped Emma Stone and Ryan Gosling with their footwork for La La Land. "That was surreal," he says. "I was literally shoving Ryan across the floor. He didn't know whether to hit me or thank me." He also regularly dances with good friend Goldie Hawn, who has texted Julz to congratulate him on his new Kiwi role.
Julz with good friend Goldie Hawn and fellow dancer Derek Hough.
But no matter how busy Julz gets, he's a regular at Camilla's dinner table as his dance studio is just five minutes from her house.
He was also the first person Camilla turned to when she had a meltdown over turning 40. She smiles, "It was his turn to be my motivator and convince me it was going to be fine. He's definitely in my life for a reason."
Meanwhile, Rachel – who was Josh Kronfeld's partner on the fifth NZ season of the show – had known Julz for years via a Kiwi dance partner. After he moved to LA, they started dancing together and their bond deepened to the point where Julz was MC at her wedding to a "stunning" NZ-born gym owner.
Rachel jokes, "I've got enough Kiwi guys in my life now, but they do bring out the more relaxed, fun side of me."
Rachel dances with former All Black Josh Kronfeld in the fifth season of the show.
Julz and the Russian-Californian babe have now gone into business with a dance studio franchise, but before he signed on the dotted line, Julz insisted she undergo a goal-setting session with Camilla. Rachel says, "He made it a requirement to know Camilla and I'm so thankful we met. As well as an amazing life coach, she's a really special friend."
"Oh, you'll make me cry," responds Camilla. "But I feel the same. Rachel just slotted into my life and I knew she was meant to stay."
Relocating to Auckland for the show was a no-brainer for all three judges, especially Julz, who missed his homeland. He says, "I also wanted to come back to prove you can create a career out of dance. Growing up in a rugby family, I had a tough time being a dancer. I was bullied and was told so many times it wasn't an option."
I can't control myself here!"
Camilla adds, "I loved this place from the minute I arrived. Brendan and I had a house in Auckland, and planned to spend time here once we retired from dance, so I was really emotional when I came back for Dancing. I'm so far from where I'm from, but I feel so happy and at home here."


The Qualification has been developed to meet the needs of the different types of community-based practitioners in the field who require a competency profile, recognition and validation of prior learning and experience. Learners who embark on this Qualification are generally persons who have made, or wish to consider making, community development their career.
This Qualification forms part of a learning and career pathway from NQF Level 1 to 6. The competencies outlined in this Qualification will also enable the delivery of a wide variety of community initiatives.
The Qualification consolidates and further develops Fundamental skills in Communication and Mathematical Literacy. At the Core of the Qualification are the NQF Level 3 skills and knowledge key to the role of the Community Development Worker at this Level. Particular NQF Level 2 skills and knowledge have been included to allow for a link and pathway from the NQF Level 1 Qualification in this field. The learner can select clusters of learning areas from a range of specialisations included in the Elective component of the Qualification.
Community development workers/practitioners, local economic development officers, agricultural extension officials, development co-ordinators/practitioners in an NGO, auxiliary social worker, etc.
Explaining the conceptual framework within which community development is understood.
Promoting responsible citizenship and investigate community needs to ensure participation towards a community development process.
Developing an understanding of the relationships within a community.
South Africa is a country where a significant proportion of the population is reliant on a wide range of services and support. These include health, housing, education, sanitation, safety and many other areas. These services and support are currently provided by a variety of formal and informal institutions and structures. The sector potentially involves more than a million people working in this community development arena. It could be said that any project involving development practitioners would fall into this category.
A number of people are already involved in community development work in local communities. Many of these are unqualified, while others have qualifications in different areas, such as health, social service, local government, etc. Other workers in the field have many years of hands-on experience without any formal recognition or validation of their skills and knowledge.
Community-based organisations and government structures are the major players in the area of community development. Local government, via municipalities, provides most community development workers. However, community development initiatives are promoted by most government departments. In addition, non-governmental organisations, including but not limited to civic structures and faith-based groups amongst others, as well as individual volunteers work in this area.
As well as providing services and support, community development workers are also vital for interfacing between government and communities, and for advocating initiatives.
To the learner: Increased employability and employment mobility, as well as receiving recognition for competencies attained in the community development field.
To society: Increased employment and job satisfaction NQF Levels, as well as having better equipped personnel available to offer community development services.
To the sector: Better equipped personnel able to fulfil community development roles efficiently, effectively and in a manner likely to result in returning customers.
To the economy: A growing and confident community development sub-sector, able to increase employment, business opportunities, and investment return.
This National Certificate: Community Development, NQF Level 3 meets the various needs across the field and supports the objectives of the NQF Levels. In particular, the focus is on improving the quality of delivery in the field and enabling access, redress, portability and articulation to enhance career options and learning opportunities.
Mathematical Literacy unit standards at NQF Level 2.
Communication unit standards in a South African language at NQF Level 2.
This Qualification can be achieved wholly or in part through the Recognition of Prior Learning and the qualification may be granted to learners who have acquired the skills and knowledge without attending formal courses, providing they can demonstrate competence in the outcomes of the individual Unit Standards as required by the Fundamental, Core and Elective areas stipulated in the Qualification and by the ELOs.
An RPL process may also be used to credit learners with Unit Standards in which they have developed the necessary competency as a result of workplace, experiential and other learning.
Learners submitting themselves for RPL should be thoroughly briefed prior to the assessment, and will be required to submit a Portfolio of Evidence in the prescribed format to be assessed for formal recognition. While this is primarily a workplace-based qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the ELOs.
There is open access to any learner bearing in mind learning assumed to be in place.
The Qualification is made up of three components: a Fundamental, a Core and an Elective component.
Communication at NQF Level 3 in a South African language to the value of 20 credits.
The Core Component consists of Unit Standards to the value of 52 credits, all of which are compulsory.
The Elective Unit Standards are grouped into areas of Specialisation. Learners are to choose a specialisation and complete Unit Standards totalling a minimum of 32 credits from that Specialisation. In cases where the Unit Standards in a Specialisation total less than 32 credits, learners are to choose additional Unit Standards from any other Specialisation to give a minimum of 32 credits for the Elective component.
117881: Demonstrate an understanding of volunteerism, NQF Level 2, 3 credits.
255916: Describe volunteer operations, NQF Level 4, 3 credits.
255915: Conduct volunteer services in a specific environment, NQF Level 4, 5 credits.
119730: Co-ordinate volunteer activities, NQF Level 3, 4 credits.
119915: Manage personal expenditure, NQF Level 3, 3 credits.
116966: Apply knowledge of self and own situation to manage risks resulting from change in the workplace, NQF Level 3, 3 credits.
117493: Provide information about HIV and AIDS and treatment options in community care and support situations, NQF Level 3, 6 credits.
114947: Design ways in which individuals in a community can contribute towards creating a caring environment for people who are vulnerable, NQF Level 3, 3 credits.
254222: Demonstrate stress management techniques as a self-help tool, NQF Level 3, 4 credits.
120308: Apply knowledge of self in order to make a personal decision, NQF Level 2, 3 credits.
244611: Apply problem-solving techniques to make a decision or solve a problem in a real life context, NQF Level 3, 2 credits.
244568: Demonstrate knowledge and understanding of effective study methods and techniques, NQF Level 3, 3 credits.
244604: Demonstrate understanding of abuse and possible coping mechanisms, NQF Level 2, 2 credits.
244578: Describe how to manage reactions arising from a traumatic event, NQF Level 3, 2 credits.
244606: Identify ways of managing relationships in own life, NQF Level 2, 2 credits.
244255: Care for babies, toddlers and young children, NQF Level 2, 10 credits.
244262: Interact with babies, toddlers and young children, NQF Level 2, 5 credits.
244468: Prepare resources and set up the environment to support the development of babies, toddlers and young children, NQF Level 3, 5 credits.
244259: Support children and adults living with HIV and AIDS, NQF Level 3, 8 credits.
244462: Work with families and communities to support Early Childhood Development, NQF Level 3, 5 credits.
254176: Promote and uphold the rights of children and youth, NQF Level 3, 4 credits.
244258: Demonstrate basic understanding of child development, NQF Level 2, 5 credits.
117894: Demonstrate and apply knowledge and understanding of Gender Equality and Women's Empowerment to raise awareness and promote change, NQF Level 2, 5 credits.
117893: Empower self and others by engaging in dialogue with individuals and small groups in support of Gender Equality and Women's Empowerment, NQF Level 2, 6 credits.
117880: Support Gender Equality and Women's Empowerment by planning and implementing activities within specific contexts, NQF Level 2, 6 credits.
254404: Advise on access to gender related services and structures, Level 3, 4 credits.
117895: Demonstrate how society and socially constructed roles impact on gender attitudes and behaviours and contribute to women's oppression, NQF Level 3, 8 credits.
242894: Demonstrate knowledge of gender, equity and diversity issues in development projects, NQF Level 3, 6 credits.
117883: Demonstrate an understanding of violence and victimisation affecting children and youth, NQF Level 2, 5 credits.
117884: Demonstrate an understanding of gender violence, NQF Level 2, 4 credits.
117885: Develop and support communities in Victim Empowerment, NQF Level 2, 5 credits.
119722: Identify intervention services and provide support to children and youth victims of abuse and neglect, NQF Level 3, 4 credits.
119731: Assist victims in their interaction with the Criminal Justice System, NQF Level 3, 4 credits.
119724: Give assistance to victims of crime, violence and human rights abuses, NQF Level 3, 4 credits.
119733: Promote community participation in and awareness of Restorative Justice, NQF Level 3, 3 credits.
119732: Provide support to victims of domestic violence, NQF Level 3, 4 credits.
243181: Demonstrate a basic understanding of the fundamentals of child and youth care work, NQF Level 3, 10 credits.
254177: Observe, record and report in a child and youth care work context, NQF Level 4, 5 credits.
120495: Demonstrate an understanding of children and youth at risk, and accused of crimes, NQF Level 4, 7 credits.
254178: Demonstrate basic caring skills for children and youth at risk, NQF Level 3, 6 credits.
119361: Facilitate community access to resources, NQF Level 2, 10 credits.
123465: Measure and plan own performance and behaviour in line with roles and responsibilities in a project team, NQF Level 3, 5 credits.
119726: Participate in public education and advocacy campaigns in communities, NQF Level 3, 4 credits.
120085: Discuss the benefits and risks of engaging the media in different social contexts, NQF Level 4, 3 credits.
242814: Identify and explain the core and support functions of an organisation, NQF Level 3, 6 credits.
244589: Identify causes of stress and techniques to manage it in the workplace, NQF level 3, 2 credits.
13915: Demonstrate knowledge and understanding of HIV/AIDS in a workplace, and its effects on a business sub-sector, own organisation and a specific workplace, NQF Level 3, 4 credits.
116594: Function in a team, NQF Level 4, 4 credits.
242811: Prioritise time and work for self and team, NQF Level 4, 5 credits.
116714: Lead a team, plan, allocate and assess their work, NQF Level 3, 4 credits.
264256: Implement a pre-designed peer education programme in a specific setting under supervision, NQF Level 2, 5 credits.
264260: Facilitate a peer education intervention, NQF Level 4, 10 credits.
1. Explain the conceptual framework within which community development is understood.
2. Promote responsible citizenship and investigate community needs to ensure participation towards a community development process.
3. Develop an understanding of the relationships within a community.
4. Support community development initiatives.
Identifying and solving problems in which responses indicate that responsible decisions using critical thinking have been made when: assessing and responding to community needs.
Working effectively with others as a member of a team, group, organisation or community when: discussing and resolving issues related to community needs and responses.
Organising and managing oneself and one's activities responsibly and effectively when: supporting community development issues.
Collecting, analysing, organising and critically evaluating information when: investigating needs and potential solutions in a community.
Communicating effectively using visual, mathematical and/or language skills in oral/written modes when: conducting research into community needs.
Using science and technology effectively and critically, showing responsibility towards the environment and health of others when: preparing reports based on community needs and responses.
Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when: approaching different government departments and non-governmental organisations to assist in solving community needs.
Contribute to the full personal development of the learner when: taking the initiative and lead in processes to deal with community needs and responses.
Community development is explained within a particular SA context.
The principles and values related to community development are explained using examples.
The holistic and integrated framework that informs community development is explained with examples.
The knowledge of community development is used to understand the needs of a selected community within a given context.
Own role as a community development practitioner is reflected upon in a way which enables improvements in delivery.
The factors that drive the development of a community are understood for the purpose of better understanding how to encourage, motivate and stimulate participation by the community.
The impact of the stages of human development on community needs is understood and assessed in order to evaluate and prioritise community development projects in a specific context.
The Constitution is used to understand a human rights framework within which community development initiatives take place.
The relationships between community structures are described in terms of their relationship with one another.
The concepts of power and power relations are described with examples.
The differences between political and civil society structures are explained with examples.
The differences between public and private ownership are explained with examples.
Various methods are used to facilitate community participation.
> Range: "Methods" includes but is not limited to meetings, one-on-one, workshops, interviews, phone calls, home visits.
Information about a specific community is obtained through using a variety of methods/or a specific method.
> Range: Methods include survey, profile, and interview, amongst others.
Community needs are prioritised in consultation with key stakeholders using appropriate assessment methods.
> Range: Assessment methods include formal, informal, baseline.
Initiatives are implemented and evaluated in order to meet community needs and to measure the success or failure of each initiative.
Processes to develop leadership are implemented to enhance sustainability of development initiatives.
Demonstrate competence by means of the practical application of the embedded knowledge in a manner that meets the performance standards required.
The assessment will require assessment methods that measure and evaluate evidence gathered from on-the-job activities. Since assessment practices must be open, transparent, fair, valid and reliable (ensuring that no learner is disadvantaged in any way whatsoever), an integrated assessment approach is incorporated into the qualification.
A variety of methods must be used in assessment, and tools and activities must be appropriate to the context in which the learner is working or will work. Where it is not possible to assess the learner in a workplace, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.
The term integrated assessment implies that theoretical and practical components should be assessed together. Whenever possible the assessment of knowledge, skills, attitudes and values shown in the Unit Standards should be integrated and, during integrated assessment, the assessor should make use of a range of formative and summative assessment tools and methods. Combinations of practical, applied, foundational and reflexive competencies should be assessed. Assessment should further ensure that all Specific Outcomes, Embedded Knowledge and Critical Cross-Field Outcomes are evaluated in an integrated way, utilising Assessment Criteria contained within each Unit Standard.
Assessors must assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience, as RPL assessment can be applied subject to the rules and criteria of the relevant ETQA.
This Qualification has been compared to similar qualifications in other countries. This international comparability exercise has revealed that many countries have organisations that conduct some kind of community development. The extent to which training in this context takes place depends on a variety of factors: history of the country, community development tradition, size of rural population and so on. Various countries were reviewed, some with a strong community development culture and others quite the opposite. Countries often regarded as Western have strong community development movements, however the same environment in Africa is becoming stronger and more organised, particularly in terms of training and development.
Countries were selected because of their history and tradition of providing both community development services and training & education in providing those services. They include: England, Scotland, Northern Ireland, New Zealand and Australia.
The City & Guilds NOS 3057 qualification in Community Development (Level 3) includes the following similar features: relationships and networking; identification of needs; supporting of initiatives; dealing with conflict. It has the following features not included in the proposed qualification: review of self; funding; skills development.
Other NVQ standards for Community Development work include similar competencies such as relationships; holistic approach; facilitation; frameworks. Others which are not included in the proposed qualification are those such as: develop NGOs; reflect on self. At Level 3 core unit standards include: relationships; facilitation; support; promotion of learning; identification of needs; working with the community; self-reflection. Electives include: funding; skills development; NGOs; facilitation; conflict/violence.
CHC30802 is the Certificate in Community Services Work, which has outcomes relating to administration; communication; frameworks; facilitation; an holistic approach; relationships and networks. Specific areas of learning which match the proposed qualification include: working with children and youth; supporting group activities; violence; cultural diversity; volunteerism. Areas which are not offered in the South African Qualification include: environmental work; information systems; alcohol and drug abuse; medical services; residential care; disabilities; working with the aged; mental health issues; working with specific indigenous groups.
The QCA in that country has accredited the CCEA Level 2 Certificate in Working in the community, which requires 100 hours of contact time. The 5 core areas are: understanding community development; communications and teamwork; working in the community; attitudes, values and diversity; communications and planning. Elective areas include youth; care-giving; drugs; children; sport and recreation.
The NZQA has a 57 credit Level 3 National Certificate in Community Support Services (core competencies). The core areas include: consumer rights; wellbeing; safety; cultural differences; specific indigenous groups; advocacy; risk & violence; ethics; project support; group work. Elective choices include: medication; promoting participation; specific indigenous groups; facilitation; grief and trauma counseling.
The SQA National Certificate in Community Involvement is at NQF Level 3. It includes the following mandatory areas of learning: relationships and communication; task and project management; self awareness; investigation; diversity.
Very few countries offer a Qualification with these competencies at the relevant NQF Level. However, many parallels can be drawn when looking at core/compulsory and elective learning areas. Obviously specific indigenous groups will be unique to some areas/countries. Many foreign qualifications were strongly inclined toward medical and/or care-giving, and some included learning on self-reflection or awareness of self. The South African Qualification has a much broader range of elective options than offered elsewhere, a range which can be expanded over time.
No major adjustments to the South African Qualification are indicated as a result of the international comparability.
The structure of the Qualification is unique to South Africa and is appropriate for the diverse needs of social services in this country as well as other neighbouring countries within the Southern African region. In short the Qualification is at least on par with international comparatives, and may well be best practice as it brings together many of the key elements present in more than one of the foreign qualifications.
ID: 57428: National Certificate: Youth Development, NQF Level 4.
ID: 60209: Further Education and Training Certificate: Child and Youth Care Work, NQF Level 4.
ID: 58396: Further Education and Training Certificate: Community Development: HIV/AIDS Support, NQF Level 4.
ID: 49131: Further Education and Training Certificate: Community Health Work, NQF Level 4.
ID 49836: Further Education and Training Certificate: Gender Practice, NQF Level 4.
ID 23976: National Certificate: Local Employment and Skills Development Practice, NQF Level 4.
ID 49872: Further Education and Training Certificate: Victim Empowerment Coordination, NQF Level 4.
ID: 49600: National Certificate: Development Practice, NQF Level 3.
ID: 22322: National Certificate: Health Sciences and Social Services: Development Services, NQF Level 3.
ID: 49128: National Certificate: Community Health Work, NQF Level 3.
ID 58644: National Certificate: Local Government Support Service, NQF Level 3.
ID 49688: National Certificate: Victim Empowerment, NQF Level 3.
Anyone assessing a learner, or moderating the assessment of a learner, against this qualification must be registered as an assessor or moderator with the relevant Education & Training Quality Assurance body (ETQA), or with an ETQA that has a Memorandum of Understanding (MOU) with the relevant ETQA.
Any institution offering learning that will enable the achievement of this qualification must be accredited as a provider with the relevant ETQA, or with an ETQA that has an MOU with the relevant ETQA.
Assessment and moderation of assessment will be overseen by the relevant ETQA according to the policies and guidelines for assessment and moderation of that ETQA, in terms of agreements reached around assessment and moderation between various ETQAs (including professional bodies), and in terms of the moderation guideline detailed immediately below.
Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA, or with an ETQA that has an MOU with the relevant ETQA.
The options as listed above provide the opportunity to ensure that assessment and moderation can be transparent, affordable, valid, reliable and non-discriminatory.
To be declared competent in all the outcomes of the National Assessor Unit Standards.
To be in possession of a relevant qualification.
Minimum of two years practical and relevant occupational experience.
This qualification replaces qualification 49600, " National Certificate: Development Practice", Level 3, 120 credits.


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Constellations Quotes
Don't wait for the stars to align, reach up and rearrange them the way you want...create your own constellation
Stars, Waiting, Want
107 Copy quote
We do not grow absolutely, chronologically. We grow sometimes in one dimension, and not in another, unevenly. We grow partially. We are relative. We are mature in one realm, childish in another. The past, present, and future mingle and pull us backward, forward, or fix us in the present. We are made of layers, cells, constellations.
Love, Life, Heart
"Journal of Phenomenological Psychology", (Vol. 15), 1984.
86 Copy quote
Things are as they are. Looking out into it the universe at night, we make no comparisons between right and wrong stars, nor between well and badly arranged constellations.
Inspiring, Peace, Stars
Those who first invented and then named the constellations were storytellers. Tracing an imaginary line between a cluster of stars gave them an image and an identity. The stars threaded on that line were like events threaded on a narrative. Imagining the constellations did not of course change the stars, nor did it change the black emptiness that surrounds them. What it changed was the way people read the night sky.
Stars, Night, Sky
John Berger (2014). "And Our Faces, My Heart, Brief As Photos", p.8, Bloomsbury Publishing
The stars we are given. The constellations we make. That is to say, stars exist in the cosmos, but constellations are the imaginary lines we draw between them, the readings we give the sky, the stories we tell.
Stars, Reading, Sky
Rebecca Solnit (2008). "Storming the Gates of Paradise: Landscapes for Politics", p.165, Univ of California Press
There's a universe inside your head, constellations of the things you left unsaid.
Lauren Aquilina
Unsaid, Left, Universe
Song: Talk To Me, 2013
My thoughts are stars I cannot fathom into constellations.
Stars, I Hate You, Green
John Green (2012). "The Fault in Our Stars", p.176, Penguin
Every constellation's like its own fairy tale.
Lauren Miller
Fairy Tale, Fairy, Tales
I am like a falling star who has finally found her place next to another in a lovely constellation, where we will sparkle in the heavens forever.
Love, Stars, Fall
Amy Tan (1995). "The Hundred Secret Senses: A Novel", p.189, Penguin
The dark night was the first book of poetry and the constellations were the poems.
Book, Dark, Night
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Throughout the hours of the night, though there had been few to hear it, the whole sky had been loud with the singing of these constellations.
Night, Sky, Singing
Thornton Wilder (1956). "A Thornton Wilder Trio: The Cabala, The Bridge of San Luis Rey, The Woman of Andros"
We all live in our own world. But if you look up at the starry sky - you'll see that all the different worlds up there combine to form constellations, solar systems, galaxies.
Sky, Different, Looks
I'd cut my soul into a million different pieces just to form a constellation to light your way home. I'd write love poems to the parts of yourself you can't stand. I'd stand in the shadows of your heart and tell you I'm not afraid of your dark.
Andrea Gibson
Home, Writing, Heart
We must unlearn the constellations to see the stars.
Jack Gilbert
Stars, Lovely, Unlearn
Jack Gilbert (2013). "The Great Fires: Poems, 1982-1992", p.15, Knopf
If the constellations had been named in the twentieth century, I suppose we would see bicycles and refrigerators in the sky.
Century, Biking, Tandem Bikes
"Cosmos".
Identity is an assemblage of constellations.
Anna Deavere Smith
Individuality, Identity, Assemblage
Every luminary in the constellation of human greatness, like the stars, comes out in the darkness to shine with the reflected light of God.
Stars, Greatness, Light
Mary Baker Eddy (2000). "The Christian Science Journal"
Your wide eyes are the only light I know from extinguished constellations.
Love, Eye, Light
Pablo Neruda (2015). "I Explain a Few Things: Selected Poems", p.221, Macmillan
His head is made of stars, but not yet arranged into constellations.
Stars, Made
Constellations have always been troublesome things to name. If you give one of them a fanciful name, it will always refuse to live up to it; it will always persist in not resembling the thing it has been named for.
Names, Giving, Refuse
Mark Twain (2015). "Following the Equator: "A Journey Around the World"", p.76, eKitap Projesi
A head full of stars, just not in constellation yet.
"AWP 2014 Journals". logger.believermag.com. August 4, 2014.
Ideas are to objects as constellations are to stars [translated from Trauerspiel, 1928].
Stars, Ideas, Objects
Once upon a perfect night, unclouded and still, there came the face of a pale and beautiful lady. The tresses of her hair reached out to make the constellations, and the dewy vapours of her gown fell soft upon the land.
Kit Williams
Beautiful, Night, Hair
A wise man shall overrule his stars, and have a greater influence upon his own content than all the constellations and planets of the firmament.
Wise, Stars, Men
Jeremy Taylor (1834). "The Beauties of J. Taylor: Selected from His Works with an Essay on His Life and Writings", p.362
We write to find out what we didn't know we knew. We write to know deeper and truer. We write to connect the dots: a whole new constellation.
Carolyn Coman
Writing, Dots, Deeper
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Albert Einstein Theoretical Physicist
Barack Obama 44th U.S. President
Mark Twain Author
Benjamin Franklin Founding Father of the United States
Oscar Wilde Writer
Mahatma Gandhi Civil rights leader
Friedrich Nietzsche Philologist
Marilyn Monroe Actress
George Bernard Shaw Playwright
William Shakespeare Poet
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Although Ansible automates most deployment operations, networking on target hosts requires manual configuration because it varies from one use case to another. This section describes the network configuration that must be implemented on all target hosts.
For more information about how networking works, see Appendix E: Container networking.
OpenStack-Ansible uses bridges to connect physical and logical network interfaces on the host to virtual network interfaces within containers. Target hosts are configured with the following network bridges.
The lxcbr0 bridge is required, but OpenStack-Ansible configures it automatically. It provides external (typically Internet) connectivity to containers.
The br-mgmt bridge is required. It provides management of and communication between the infrastructure and OpenStack services.
The br-storage bridge is optional, but recommended for production environments. It provides segregated access to Block Storage devices between OpenStack services and Block Storage devices.
The br-vxlan bridge is required if the environment is configured to allow projects to create virtual networks. It provides the interface for virtual (VXLAN) tunnel networks.
The br-vlan bridge is required. It provides infrastructure for VLAN tagged or flat (no VLAN tag) networks.


Since the federal government fostered housing segregation in the 20th century, the government should foster housing integration in the 21st.
Richard Rothstein is a research associate of the Economic Policy Institute and a fellow of the Thurgood Marshall Institute of the NAACP Legal Defense Fund and of the Haas Institute at the University of California (Berkeley). He is the author of The Color of Law: A Forgotten History of How our Government Segregated America, forthcoming in 2017. His other recent work has documented the history of state-sponsored residential segregation, as in his report, The Making of Ferguson. He is the author of Grading Education: Getting Accountability Right (2008) and Class and Schools: Using Social, Economic and Educational Reform to Close the Black-White Achievement Gap (2004). Other recent books include The Charter School Dust-Up: Examining the Evidence on Enrollment and Achievement (co-authored in 2005); and All Else Equal: Are Public and Private Schools Different? (co-authored in 2003).


James B., U.S. otolaryngologist, 1895-1962. See: Costen syndrome.
Se decidio no partir de instrumentos previamente disenados como el DINESERV (Stevens, Knutson y Patton, 1995) y el DinEx (Antun, Fras, Costen y Runryan, 2010), ni de los propuestos por Weiss, Feinstein y Dalbor (2004), Kim y Han (2008), Heung y Ngai (2008), Kim, Joung, Yuan, Wu, y Chen (2009) y Chang, Chen, Hsu y Kuo (2010), con el proposito de identificar particularidades que pudieran no haberse contemplado en escalas anteriores.
The Temporomandibular Joint (TMJ) syndrome was first described by Costen in 1934.
This restyled building's aesthetically pleasing designs and decor are ready for the most 'Upscale' clientele and events," says Costen.
Evelyn Joel's daughter Eleanor, 41, and her 43-year-old partner Jonathan Costen denied the unlawful death.
Staff member Lena Buccelli Costen cataloged the new collection and aided in the preparation of a book with tips and creative suggestions for achieving the perfect confection.
In The Archaeology of Mobility: Old World and New World Nomadism, Costen Advanced Seminar 4, ed.
Findings in previous studies (Barrash & Costen, 2008; Walker, 1995) have indicated that although degree of satisfaction is correlated with experience, degree of satisfaction is also conditional.
Costen, Cliath and Woods (2002) in their study of 5,549 hotel managers in 552 properties found that minorities predominated in the housekeeping department and were least evident as General Managers, and Sales and Marketing Managers.
James Bray Costen an Otolaryngologist (1934), first time described a group of symptoms that centered on ear, TMJ and face, and named this group of symptoms as "Costen's Syndrome".
Corsun and Costen (2001) suggested that women might positively use their gender to create social capital in the workplace, though they suggested that such strategies might be limited and, in turn, lead to further negative effects.
Bachmann, 1991; Costen, Parker & Craw, 1996; Fiorentini, Maffei & Sandini, 1983; Nasanen, 1999).
Wayne Costen, who has learning difficulties, spent eight years trying to find a job but 12 months after he registered at Remploy the 26-year-old from Ernesford Grange has just started at Parcelforce.


Soothe and hydrate your skin post-procedure with Avene Tolerance Extreme Emulsion. With a gentle, lightweight and milky texture, this formula delivers soothing nourishment and moisturization with rapid absorption. Ideal for skin that has just undergone peels or laser treatments, it provides 6 hours of hydration with just 6 key ingredients. All natural and free of fragrances and parabens, it mimics the functions of young, healthy skin to preserve and restore balance. Skin feels harmonious, refreshed and revitalized for a completely unified glow.


On December 13, 2018, the Baltimore County Police Foundation was presented the Governor's Certificate of Merit for an Outstanding Crime Prevention Program. Representing the Foundation at this event was Director Jennifer Safir of LexisNexis. The Foundation was honored to assist the Baltimore County Police Department by providing a $12,000 grant to implement the Project Lifesaver Program in Baltimore County.
The 39th Annual Police Foundation Dinner is scheduled for Monday, April 29, 2019 at Valley Mansion by Martins. This year the Foundation will be recognizing 19 members of the Police Department for their accomplishments during the 2018 calendar year.
Click here to learn more, and to purchase your tickets to this wonderful celebration.
The Foundation's 38th Annual Awards Dinner was held on Monday, April 30, 2018 at The Valley Mansion by Martins. Twenty-three members of the Baltimore County Police Department were recognized for their contributions in the areas of Community Service, Crime Prevention, Distinguished Contribution to the Profession, Exceptional Individual & Group Performance, and Valor.
Click here to learn more about this year's award recipients. Their stories are impressive!
We would like to thank this year's sponsors whose contributions enable the Foundation to fulfill its mission to provide Guidance, Resources and Recognition to the members of the Baltimore County Police Department.
The next edition of Police Report, the Baltimore County Police Department's cable TV program, runs through May 31. This segment focuses on the members of the Baltimore County Police Department that were recognized at the Baltimore County Police Foundation Awards Dinner held in April. Award recipients were interviewed about their outstanding accomplishments.
On Wednesday, April 22, 2015, the Baltimore County Police Foundation celebrated the 35th anniversary of its Annual Awards Dinner & Program. This program was established in 1980 to recognize Police Department employees for outstanding performance and to strengthen the relationship between the Department and the business community. To date, the Foundation has presented 293 awards to members of the Police Department.
We are very proud of what we have accomplished in our 36-year history as a Foundation. A special 35th Anniversary Tribute was prepared to commemorate this special anniversary. In the video, you will hear from a variety of people involved in our history – Chiefs of Police, Foundation Presidents, and, most importantly, some of our past award recipients. Please take a moment to hear their stories. Click here to view the video.
Visit our "Annual Awards Program" tab to learn about this year's award recipients and sponsors.
We would also like to recognize CES Security for their support as a contributing member.
The support and participation of the local business community enables us to fulfill our mission to provide guidance, resources and recognition to the members of the Baltimore County Police Department.
On September 16, 2014, Foundation President Steve Somers and Chief James Johnson were presented with a check in the amount of $3,793.50 from Mission BBQ Perry Hall. This donation was the result of Mission BBQ's 9-11 commemorative cup sales. We thank Mission BBQ for their continued support of the men and women of the Baltimore County Police Department!
Show in the photo (left to right) Josh Mitchell, Steve Somers, Chief Johnson, Paul Sattler.
Baltimore County first responders have received a financial boost from Baltimore Gas and Electric Company through a grant given to the Baltimore County Police Foundation. Click here to learn more.
On Tuesday, March 25, 2014, the Police Foundation presented awards to 31 deserving members of the Baltimore County Police Department. The Annual Awards Program was attended by over 280 department members, business and community leaders. Keynote speaker was Rod Rosenstein, United States Attorney for the District of Maryland. Click here to read the interesting stories behind this year's award recipients. We'd also like to recognize those companies who helped sponsor this dinner. It is through their continued support that the Foundation is able to provide valuable resources to the Baltimore County Police Department.


Welcome to the Canyon Heights PAC website!
The Canyon Heights PAC supports many different activities within the school, including fundraising and social events, parent education, hot lunch, safe routes to school, communicating with parents and volunteer opportunities.
We would love to hear from you with any ideas for PAC activities at Canyon Heights. Please email our PAC Chair, Jeff Maihara (jeff@jeffmaihara.com) or Vice Chair, Ryan Graham Cutts (ryang_c@hotmail.com).
Scroll down to see a list of PAC events!
Please complete the fields below for each child in your family.
Wednesday, June 12th at 7pm in the school library.
This is an important meeting where we vote in new PAC members for next year!
A fundraiser for Grade 7 graduation! Wear your PJs, bring your favourite stuffy and have some fun with your friends. Popcorn, apples and fruit gummies will be on sale for $1 each. Entry is by donation - suggested $5 per family. See you there!
Stop in and see the beautiful display in the school foyer set up by Canyon Heights parents.
Students will participate in special activities for Chinese New Year including games, exhibitions and craft making!
Walk, bike or scooter to school!
Stop by before the first bell for coffee and music to celebrate our community, healthy kids and working towards safer streets.
Both programs are now full. Thank you to those who registered.
For the winter term, we will be adding an additional hot lunch on Fridays, alternating between Boston Pizza Fridays and Freshii Fridays. Wednesday lunches will remain as Foodie Kids, Sushi, Sub and Smoothie, and Hot Dog/Wrap days. We need three volunteers to help with Freshii Fridays - please contact our hot lunch coordinator at canyonhotlunch@gmail.com if interested.
Canyon Heights' intermediate students have been working hard this term on starting their own businesses and are ready to share their quality products and business plans! Come and see our inspiring young entrepreneurs in action. Don't forget to bring some spending money to show your support and get your holiday shopping done early (prices range from $0.50 to $4.00).
We're fundraising with Purdy's chocolatier! Purdy's is made fresh in Vancouver and has a great selection of chocolate gifts - a great way to get a head start on your holiday shopping! This program gives 25% of the sales back to our PAC.
Click here to read the latest Superintendent's report with updates on the school district's efforts to improve communications with parents, litterless lunch, the status of the Handsworth Secondary replacement project and other topics.
Come along for a fun social evening and the chance to connect with other Canyon Heights parents!
Come out and join us for some family fun to kick off the school year! There will be ice cream and fun games. This event is sponsored by the PAC and is free to all families of Canyon Heights Elementary.
Are parents and caregivers of kindergarten students and new students at Canyon Heights are invited to join us for a Welcome Tea in the Multipurpose Room at 8:45am. Hope to see you there!
Please join us for the first PAC meeting of this school year! The meeting with take place on Monday, September 10th at 9:00am in the Multipurpose Room. Come along to vote in this year's PAC Executive and hear about some of the things that the PAC has planned for the year, including volunteer opportunities and social events!
It's great to see many familiar faces back at school and to welcome new families to Canyon Heights! This year's Welcome Back Tea will take place on Tuesday, September 4th from 8:45am to 10:45am in the Multipurpose Room. All Canyon Heights parents and caregivers are welcome! Thank you to Starbucks and Cobs in Edgemont Village for providing fresh hot coffee and delicious snacks!


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Šiljkovača   falu Horvátországban Károlyváros megyében. Közigazgatásilag Cetingradhoz tartozik.

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Károlyvárostól 44 km-re, községközpontjától 4 km-re délkeletre, a Kordun területén a bosnyák határ mellett fekszik.

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A településnek 1890-ben 112, 1910-ben 143 lakosa volt. Trianonig Modrus-Fiume vármegye Szluini járásához tartozott. 2011-ben 67 lakosa volt.

Lakosság

Külső hivatkozások
  Cetingrad község hivatalos oldala
 A megye turisztikai egyesületének honlapja

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Károlyváros megye települései

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Our machinery is modern and up-to-date. We offer both CNC and manual lathes and Mills. Our inventory of large-capacity precision machining equipment includes the Kuraki KBT-15A.B. Our CNC Milling machines have contouring heads with 4-axis machining and complete 3D modeling capabilities.
Our talented craftsmen and sophisticated equipment and software pdf give us the ability to deliver quality products and services. Our customers recognize our quality and have authorized us for Dock-to-Stock delivery.
Super Max : 12" 4th Axis capability 47" Lg x 23" Wide Table capacity 1300 lbs.
Taurus-Gun Drill Can drill up to 7' Deep From 3/16th to 1.750 diam.
Solidworks and Edgecam are used in our full CAD/CAM operations.
Floating type CMM for high accuracy and easy operation.


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