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Guidelines on Managing Safety and Health. in Post-Primary Schools. Part 2. Tools and Templates
- Barrie Henderson
- 2 years ago
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1 Guideles on anagg Safety and ealth Post-Primary Schools Part 2 Tools and Templates
2 contents Introduction Tool 1: Planng Documents Tool 1(A) Sample term planner Tool 1(B) School safety and health management audit tool Tool 1(C) Sample meetg record Tool 1(D) Sample safety and health action plan template Tool 1(E) Sample school planng programme Tool 2: Safety and ealth Policy Tool 3: Sample anagement Organisation Chart Tool 4: Risk Assessment Templates What is risk assessment? ow the risk assessment tool works Completed sample risk assessment templates Contents of risk assessment templates Risk assessment templates: Nos.1-69 Tool 5: Accident or Incident Record Form Sample Accident or Incident record form (for ternal records) Tool 6: Trag Frequently Asked Questions: Tool 6(A) Sample procedure for planng safety and health trag Tool 6(B) Trag chart Tool 6(C) Safety and health trag record Tool 7: Communications ently Asked Questions: Tool 7(A) Sample safety statement record of receipt Tool 7(B) ethods of communicatg safety and health formation Tool 8: onitorg ently Asked Questions: Tool 8(A) Sample spection template Tool 8(B) Sample spection check sheet
4 troduction Part 2 of these Guideles contas all the tools you will need to get your school safety and health management system up and runng to clude: planng templates, sample safety and health policy, management organisation chart and trag and monitorg tools. Your school may already use similar tools but it may be useful to supplement or compare with what you fd here. All templates and sample documentation are referenced Part 1 of the Guideles with a lk to Part 2 - Tools and Templates for ease of use. Part 2 also cludes a Risk Assessment Tool (Tool 4) which provides a series of templates, listg the most common s and risks the school environment. These templates will assist you carryg out your risk assessment(s) and can complement efforts identifyg s and reducg risks. The risk assessment templates are detachable and can be filled or photocopied for future use as part of your annual risk assessment. These templates may also be filled on the attached CD and saved to your computer or they may be downloaded from They can also be reviewed and updated at any time durg the school year as circumstances change or new s arise. The s, risks and s identified are not tended any way to be an exhaustive list of all eventualities that will arise all post-primary schools. Every school is a unique work environment its own right and the risk assessment must be approached this way. Blank risk assessment templates are also contaed at the back of Tool 4 which you can use for additional s or work areas that are not cluded these templates. The enclosed CD (on the side of the folder) contas electronic copies of the Guideles and all the templates with Part 2 which you can prt off at any stage for further use. All of the documentation supplied with these Guideles may be downloaded from the followg websites: 3
5 Tool 1: Planng Documents Tool 1(A) Sample term planner Effective management of safety and health the school requires contuous attention. It is best that the school plans this work over the entire school year. The followg is an overview of how a school might plan the implementation and operation of the safety and health management system over the three terms. Where a safety committee is not place, their tasks the planner should devolve directly to the designated person for safety and health actg on behalf of the Board of anagement/vec. TER 1 Board of anagement/vec Initiate safety and health audit (Part 2, Tool 1 (B)) Receive report on safety and health from the safety committee Review risk assessment Review/update safety statement light of safety committee s report/ recommendations Agree actions required Allocate resources where necessary Identify short, medium and long term priorities Approve/ratify safety and health decisions Sign off on safety and health policy Sign off on safety statement Designated person for Safety and ealth actg on behalf of the Board of anagement/vec, e.g. Prcipal Safety Committee (if place) Convene meetg of safety committee Take necessary actions on foot of agreed safety committee decisions Ensure that required protocols for fire drills, accident reportg etc. are fulfilled Respond to safety and health reports, events and issues Brief staff on safety and health and report on issues as required Review safety statement and risk assessments Agree programme for year actions/priorities/changes Assess trag needs established (fire, first aid, manual handlg etc.) and new/special requirements (new equipment, particular needs) Agree trag programme based on risk assessments Agree necessary corrective actions Decide on matenance and servicg plan Report to the Board of anagement/vec Staff eetgs Staff Brief staff on key aspects of the safety statement - accident reportg etc. Note relevant changes risk, s and procedures Routely, and as the need arises, discuss safety and health-related issues Inspect work areas: (teachg staff) laboratories, workshops, kitchens, classrooms etc. (non-teachg staff) offices, toilets, corridors, grounds etc. Complete risk assessments as appropriate to one s own area of work as requested by the Board of anagement/vec Follow ternal accident and cident reportg procedures Comply with safety and health decisions of the Board of anagement/ VEC 4
6 TER 2 Board of anagement/vec Designated person for Safety and ealth actg on behalf of the Board of anagement/vec, e.g. Prcipal Safety Committee Staff eetgs Staff Receive progress report on safety and health planng decisions Review significant safety and health issues as reported Allocate appropriate resources Convene meetg of safety committee Respond to safety and health reports, events and issues Ensure trag programme is carried out Carry out second fire drill accordg to protocols agreed Review accident reports Report to Board of anagement/vec Review progress on safety and health planng decisions Review implementation of trag programme Review safety and health events and responses Report to the Board of anagement/vec Brief staff on key aspects of the safety statement - accident reportg etc. Note relevant changes risk, s and procedures Routely, and as the need arises, discuss safety and health-related issues Safety spection of work areas and equipment Report new s or creased risks Report accidents, cidents and dangerous occurrences to management Participate trag as required Carry out safety and health actions required by Board of anagement/ VEC TER 3 Board of anagement/vec Designated person for Safety and ealth actg on behalf of the Board of anagement/vec, e.g. Prcipal Safety Committee Staff eetgs Staff Receive and review report on progress of safety plan Review and prioritize needs as identified by risk assessments Identify priorities for safety and health plan for followg year Review and amend safety statement light of above Carry out a comprehensive risk assessment Review risk assessments Complete year-end report, cludg conclusions of risk assessment, notg actions to be carried forward to next year Review trag programme Report to Board of anagement/vec with recommendations for priority actions and planng programme for comg year Review year-end report cludg conclusions of risk assessments Review fdgs of the reviewed risk assessment/safety statement Review of communication and trag procedures ake representations to Board of anagement/vec on any safety and health issues that have arisen durg the school year with a view to development safe systems of work Brief staff on key aspects of the safety statement - accident reportg etc. Note relevant changes risk, s and procedures Routely, and as the need arises, discuss safety and health-related issues Report accidents, cidents and dangerous occurrences to senior management Carry out new or outstandg necessary risk assessments appropriate to one s own area of work and competency 5
7 Tool 1(B) School safety and health management audit tool A safety and health audit is a comprehensive review of all aspects of safety and health management across the school as a whole. This itial review can be used two ways: - It can be used by the Board of anagement/vec to establish the school s current status relation to compliance with safety and health legislation and to help identify current gaps managg safety. - It can also be used by the Board of anagement/vec at the end of the school year to review the school s safety progress and assist with planng for the forthcomg year. School Year: 1 Safety Statement Yes No 1.1 Does your school have a safety statement? 1.2 Is it current? ( i.e. reviewed the last 12 months) 1.3 Is it authorised/signed/ratified by the Board of anagement/vec? 1.4 Does it conta a clearly defed safety and health policy? 1.5 Does the safety and health policy clude a commitment to prevent jury and ill-health and contual improvement safety and health management and performance? 1.6 Does it clude a commitment to comply with identified legislative requirements that relate to occupational safety and health s? 1.7 Does it provide a framework for settg and reviewg safety and health action plan? 1.8 safety statement documented - a written format either on paper or electronically? 1.9 safety statement communicated to all persons with the school? 1.10 safety statement communicated to terested parties, visitors, and contractors? 1.11 ave formal risk assessments been? 2 azard identification, risk assessment and determg s Yes No 2.1. as your school a written procedure for conductg identification, risk assessment and determg of measures? 2.2 Does this procedure take to account route and non-route activities? (Route activities are defed as commonplace tasks, chores, or duties as must be done regularly or at specified tervals; typical or everyday activities. Non-route activities are defed as tasks that are not done regularly or at specified tervals; they are atypical activities). 2.3 Does this procedure take to account activities of all persons with access to the school? 2.4 Are the risk assessments documented and kept up to date? 6
8 3 Legal and other requirements Yes No 3.1 re a written procedure for identifyg and assessg the legal and other safety and health requirements? 3.2 formation kept up to date? 3.3 relevant formation communicated to terested parties? 4 Action Plan Yes No 4.1 as your Board of anagement/vec a written safety and health action plan? 4.2 Are the safety and health tasks identified the action plan assigned a timeframe for completion? 4.3 Is each task assigned to a person with responsibility for completion of the task? 4.4 Does the plan show a commitment to prevent work related-jury and illhealth? 4.5 as the Board of anagement/vec established, implemented and mataed a programme for achievg the requirements of the safety and health action plan? 4.6 Are the tasks, as set, reviewed regularly at planned tervals and adjusted, where necessary to ensure the action plan and its requirements are beg achieved? 5 Resources, roles, responsibilities, accountability and authority Yes No 5.1 Are safety and health roles and responsibilities defed? 5.2 Are safety and health roles and responsibilities assigned to dividuals? 5.3 Are safety and health roles and responsibilities documented? 5.4 Are safety and health roles and responsibilities communicated to dividuals? 6 Competence, trag and awareness Yes No 6.1 Are employees appropriately competent? 6.2 Does the Board of anagement/vec identify staff safety and health trag needs and set this out a written plan? e.g. fire safety, first aid etc. 6.3 Once trag needs are identified, is the appropriate trag provided to meet these needs? 6.4 Are trag records retaed? 7 Communication Yes No 7.1 as the Board of anagement/vec established a formal procedure for ternal communication among the various levels and functions of the school? 7.2 as the Board of anagement/vec established a formal procedure for communication with contractors and other visitors to the school? 7
9 8 Participation and consultation Yes No 8.1 as the Board of anagement/vec established a formal procedure for the participation of staff identification, risk assessment and the implementation of measures? 8.2 as the Board of anagement/vec established a procedure for the volvement of staff cident vestigation? 8.3 as the Board of anagement/vec established a procedure for the participation of staff the development of safety and health policies? Does this procedure ensure adequate attention is paid to the needs of dividuals with disabilities? 8.4 as the Board of anagement/vec established a procedure for consultg staff if any changes are made that affect safety and health policy? 8.5 as the Board of anagement/vec established a procedure for the representation of staff on safety and health matters? 8.6 as the Board of anagement/vec established a procedure for consultg with contractors (buildg, matenance, wdow cleang) on safety and health issues? 9 Emergency preparedness and response Yes No 9.1 as the Board of anagement/vec established procedures to identify potential emergency situations? e.g floods, fire, bomb threat, fatalities, serious cidents, suicide etc. 9.2 Does this procedure establish how the school should respond to such emergency situations? 9.3 as the emergency plan taken to account the needs of relevant terested parties? e.g. emergency services, neighbours etc. 9.4 procedure subject to periodic review and update and revised where necessary? 9.5 emergency evacuation plan displayed throughout the school? 9.6 as the emergency evacuation procedure been developed to cover all areas, processes and identify those people who may be at greater risk, e.g. visually impaired, dividuals with disabilities, or those workg noisy environments and have these procedures been communicated to the school community? 9.7 re an audible fire warng system your school? 9.8 Are fire assembly pots identified and clearly demarcated? 9.9 Are directional fire signs displayed (pictorial only, must not conta text)? 9.10 Does your school have emergency lightg systems 9.11 Are fire exits kept clear at all times? 9.12 Are fire drills carried out? (recommended 2 per year) 9.13 Are the outcomes of fire drills recorded, e.g. time taken, reports of faults or hdrances that require action? 9.14 Is all first-aid fire fightg equipment (fire hose reels, emergency lightg, fire extguishers, fire blankets etc.) 9.15 Are all fire stallations and equipment spected and serviced as per requirements? 8
10 10 Performance, measurement and monitorg Yes No 10.1 Are written procedures place for the measurement and monitorg of health and safety performance ongog/periodic review of the school safety and health plan via safety committee meetgs etc.? 10.2 Is safety and health reviewed throughout the school year, e.g. term progress reports prepared by the safety committee, review of accidents? 11 Incident vestigation Yes No 11.1 Are written procedures place to vestigate and record cidents order to determe underlyg safety and health deficiencies and to identify corrective actions required? 11.2 Are the safety and health tasks identified the action plan assigned a timeframe for completion? Are formal procedures place to communicate results to the relevant parties, e.g. Board of anagement/vec 11.3 Are accident reports documented and recorded a timely manner? 11.4 Are reportable accidents and dangerous occurrences reported to the ealth and Safety Authority when necessary? 11.5 Are all accidents reported to State Claims Agency? (Only a requirement for Community and Comprehensive schools) 12 Non-compliance, corrective action and preventive action Yes No 12.1 Are written procedures place for dealg with actual and potential noncompliance and for takg corrective action and preventive action? e.g. spections, outcomes of fire drills etc As new s are identified, are they risk assessed? 13 Control of Records Yes No 13.1 Are there written procedures place for the identification, storage, protection, retrieval, retention and disposal of records? (to clude safety statement, risk assessments, policies, trag records and accident report forms) 14 Safety and ealth Reviews Yes No 14.1 Are safety and health reviews conducted at planned tervals to ensure the school is conformg to safety and health requirements? Are safety and health reviews documented? 15 anagement Review Yes No 15.1 Does the Board of anagement/vec, at planned tervals, review the safety and health management system? 15.2 Are the results of the safety and health reviews presented to the Board of anagement/vec? 15.3 Are the results of the safety committee feedback reviewed? 15.4 feedback from other terested parties, e.g. fire services, contractors reviewed? 15.5 Are decisions of the Board of anagement/vec review communicated formally to the school? 9
12 Tool 1(C) Sample meetg record Safety Committee eetg Record Priority Area: Date: Present: What did we discuss? What did we decide? Who will do what for the next meetg? What will we discuss at the next meetg? Date of next meetg: 11
14 Tool 1(D) Sample safety and health action plan template PRIORITY: AGREED ONITORING PROCEDURES AGREED EVALUATION PROCEDURES What do we want to achieve? TARGET: What needs to be done? When? Who? What resources? Desired outcomes? (TASKS) (TIE FRAE) (REITS) (RESOURCES) (SUCCESS CRITERIA) 13
16 Tool 1(E) School Planng Programme Safety and health priority/area of work e.g. policy on X, action plan on Y, risk assessment, progress measures, review, evaluation / planng group e.g. safety committee, school department, employees, task group, policy group Tasks Schedule (dates and times) Desired outcomes September October November December January 15
17 16 Tool 1(E) School Planng Programme cont d. Safety and health priority/area of work e.g. policy on X, action plan on Y, risk assessment, progress measures, review, evaluation / planng group e.g. safety committee, school department, employees, task group, policy group Tasks Schedule (dates and times) Desired outcomes February arch April ay June
18 Tool 2: Safety and ealth Policy The sample safety and health policy below can be used or amended by your school and corporated to your school s safety statement. In accordance with the Safety, ealth and Welfare at Work Act 2005, it is the policy of the Board of anagement/vec to ensure, so far as is reasonably practicable, the safety, health and welfare at work of all staff and to protect pupils, visitors, contractors and other persons at the school from jury and ill health arisg from any work activity. The successful implementation of this policy requires the full support and active co-operation of all staff, contractors and pupils of the school. It is recognised that identification, risk assessment and measures are legislative requirements which must be carried out by the employer to ensure the safety, health and welfare of all staff. The Board of anagement/vec, as employer, undertakes so far as is reasonably practicable to: a. promote standards of safety, health and welfare that comply with the provisions and requirements of the Safety, ealth and Welfare at Work Act 2005 and other relevant legislation, standards and codes of practice; b. provide formation, trag, struction and supervision where necessary, to enable staff to perform their work safely and effectively; c. mata a constant and contug terest safety and health matters pertent to the activities of the school; d. contually improve the system place for the management of occupational safety and health and review it periodically to ensure it remas relevant, appropriate and effective; e. consult with staff on matters related to safety, health and welfare at work; f. provide the necessary resources to ensure the safety, health and welfare of all those to whom it owes a duty of care, cludg staff, pupils, contractors and visitors. The Board of anagement/vec is committed to playg an active role the implementation of this occupational safety and health policy and undertakes to review and revise it light of changes legislation, experience and other relevant developments. Signed: Chairperson, Board of anagement/vec School/VEC: Date: 17
20 Tool 3: Sample anagement Organisation Chart There is a duty on everyone at work to co-operate effectively developg and promotg safety and health. An organisation chart illustrates the hierarchy of duties the workplace. Each school should prepare its own chart. A sample chart is shown below. Board of anagement/ VEC (employer) Prcipal/Deputy Prcipal (persons of place of work) Staff (Department heads, teachers, special needs assistants, matenance personnel, office staff) Other people at the school (cleaners, visitors, contractors, outside matenance personnel, pupils, members of the public) Safety Officer or Safety Co-ordator (where appoted), Safety Committee cludg Safety Representatives (where elected) Safety and health is everyone s responsibility. The above chart reflects a whole school approach to the promotion and development of safety and health schools. 19
22 Tool 4: Risk Assessment Templates What is risk assessment? The risk assessment process is somethg that we all do every day all aspects of our lives. In the workplace environment, risk assessment is at the heart of managg safety and health successfully. It is a three step process: Step 1. Identify the. Step 2. Assess the risk proportion to the. Step 3. Put place appropriate measures to elimate or reduce the risk. ow the risk assessment tool works Under safety and health legislation, employers must complete ( writg) a risk assessment of their workplace. Risk assessment is a key component of the Safety Statement and essentially volves the 3 steps identified above. This tool provides a series of risk assessment templates for many of the route and non-route activities schools. The risk assessment templates list some of the most usual s identified the school environment and their associated risks. The templates also list a range of measures that should be place to elimate such s or reduce their risks. These templates can be used directly by all staff the school. Staff will select the risk assessment templates for the activities they are volved. Two or more staff members may work together to complete risk assessment templates where they share the use of a classroom, teach the same subjects or share a similar job. The Board of anagement/vec will designate appropriate timescales for the completion of the risk assessment. Note: the followg risk assessment tool is a non-exhaustive list of all the s and risks present your school. It may therefore be necessary to use the blank templates provided at the back of this tool, for those s not specifically dealt with. These templates should form a good foundation for identifyg s, assessg risks and implementg s. owever, you must also pay close attention to your own school environment and identify and write down other s and s that you have place or are required to be put place. 21
23 The steps volved workg with the risk assessment tool: Gettg started. The person carryg out the risk assessment identifies from the risk assessment contents on page which templates are relevant to their particular activities. For example, teachers conductg a risk assessment the ome Economics Room, complete the followg templates: ome Economics - General General school risk assessments - Fire General school risk assessments - anual handlg General school risk assessments - Slips, trips and falls General school risk assessments - First-aid Step 1. A walk-through of the area to be assessed should be, e.g. workshop, classroom, laboratory, office, canteen etc. to identify the s contaed there. The relevant risk assessment templates should be used to assist with the identification of s. Step 2. Work through the relevant template on the next page, left to right, lookg at each column headg to complete the risk assessment. The risk assessment should be signed off d by the person who carried out the risk assessment and should clude all outstandg actions that require attention. Risk Assessment carried out by: Complete Date: The risk assessments should then be passed to the Safety Committee/designated other to be collated so that a school wide plan can be developed for all s that are not led. See Diagram 1. on next page for column headgs and how to terpret them. 22
24 azards: A common is listed for this environment Indicate Yes or No on the form What is the risk? This tells you what could happen as a result of the Risk ratg - high, medium or low: This gives a general dication of the severity of the risk if the is not place and assists you establishg priorities applyg measures. This is a suggested ratg system for the. owever, you need to take account of the situation relation to your own school. For example, does this pose a greater risk if it is combed with other s you have identified a particular work area/classroom? If the measure is not place, a risk ratg is applied to help you assess the risk and create a priority action list. The risk ratg is IG, EDIU or LOW A igh Risk Ratg = igh priority action If there are a number of measures not place and they have been given a risk ratg of, for example, igh then the Priority action required is also igh. azards present Y /N What is the risk? Risk ratg = igh = edium (When all s are place risk will be reduced) Action/to do list/outstandg s *Risk ratg applies to outstandg s outled this column Risk Assessment carried out by: Diagram 1. Date: : These tell you the types of measures that must be implemented to elimate or reduce the risk. Indicate Yes or No on the form as appropriate. Action/to do list/outstandg s: If you answered Yes to the previous question then no further action is required. If you answered No to the previous question, then you must write what action is proposed. : Write the name or names of the person(s) to take the action(s). (If you have already dicated that s are place that are on-gog, throughout the school year, you may still wish to write the name of the person here. For example, the teacher who brgs a specific safety and health policy to the attention of the pupils on a regular basis as part of class.) & Date Completed: Completion dates must be serted and signed by the person carryg out the risk assessment once the action is taken/ measure is place. 23
25 Step 3. Where a risk assessment template does not deal with a /risk/ that you have identified, this should be entered to the Blank Risk Assessment Template No. 69. Where there are pupils with special needs, pupils where English is not their first language or pupils with challengg behaviour, an additional risk assessment template may be (See Pupil Considerations Risk Assessment No. 46 on page 143) Where it is found that a /s is not place, the Action/to do list column must be dicatg the necessary actions which are required to the. The risk ratg on the measure is the same as the risk ratg assigned to the and risk. A person is assigned responsibility for ensurg the is place When actions (s) have been, then the column should be by the person carryg out the risk assessment or a designated other. All actions that can not be closed off by the person carryg out the risk assessment must be brought to the attention of the appropriate person/s, e.g. prcipal, caretaker, safety committee, BO/VEC etc. and a plan should be put place to close out such actions Some actions may be on gog and this can be dicated also the column (see examples of risk assessments on page 25-37) If the BO/VEC has designated the Prcipal or the safety committee to act on its behalf, the Prcipal/safety committee must review and assign necessary action and completion dates. Fally the BO/VEC sign off on all the risk assessments It is good practice that the action plan arisg out of the risk assessment process be presented to the BO/ VEC for their formation, approval and action, where required. 24
26 Sample 1: Completed risk assessment template for a Technologies Classroom Technologies - No.50 Powered and Tools azards Defective powered hand tools N What is the risk? Electrocution/ electric shock Fire Risk ratg = igh (When all s are place risk will be reduced). Defective powered hand tools shall be clearly identified, labelled as out of use and stored separately to prevent accidental use. Report defects to person of the workplace to ensure all items are repaired or replaced Powered hand tools are visually spected before use and electrically tested by a competent person as necessary Visual checks are carried out as follows: Tools/appliance On/off switch is workg correctly No signs of damage to casg No loose parts or missg screws Live parts are properly guarded so as not to be advertently accessible Ensure equipment is disconnected when not use Action/to do list/outstandg s *Risk ratg applies to outstandg s outled this column Teacher checks tools regularly and ensures defective tools are taken out of use until repaired or replaced Teacher visually checks powered hand tools before use and tools are electrically tested by a competent person as necessary Jenny Jones (Teacher) Jenny Jones (Teacher) Competent person (electrical) Jenny Jones (05/09/10) (ongog) Jenny Jones (05/09/10) (ongog) Cables Securely anchored to the plug with no signs of cuts, frays, brittleness, leads kked or coiled, taped jots, overloadg (overheatg dicated by colour change or smell), cable cores not externally visible Plug Securely anchored, no sign of cracked casg, overheatg, loose or bent ps Teacher visually checks powered hand tools before use Jenny Jones (Teacher) Jenny Jones (05/09/10) (ongog) Socket outlet No cracks or damage or sign of overheatg 25 Usg electricity damp areas Electrical Equipment becomg live N Electrocution/ electric shock Y Electrocution No powered hand tools or electrical equipment of greater voltage than 110 volts are used external locations Where power tools are used off the mas supply the source of supply must be fitted with an RCD (residual current device) Tools and other portable equipment are only plugged to a circuit protected by an RCD The operation of the RCD is checked by pressg the test button regularly and the RCD is tested periodically by a competent person to ensure that it operates at correct leakage current (leakage current not exceedg 30 ma a time of not more than 0.3 seconds) No action required Jenny Jones (Teacher) X Teacher notifies Prcipal. Route repairs carried out by teacher. Non-route repairs carried out by a competent person Teacher ensures RCD is tested appropriately Jenny Jones (Teacher) Jenny Jones (Teacher) Competent person (electrical) Jenny Jones (Teacher) Jenny Jones (05/09/10) (ongog) Jenny Jones (05/09/10) (ongog)
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Create a style that's unique, timeless and urban with these regular fit micro-check Bermuda shorts. Made with 100% piece-dyed cotton, these Bermudas also feature a thoroughly washed look. In addition, they are designed with two patch pockets in front and two piped pockets in back. These Bermudas also have a Chevignon label in back.
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Real World article
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(written from a Production point of view)
|Alexandra Krosney
|Alexandra Krosney
|Date of Birth
|October 14, 1990
|Role on LOST
|Alexandra Krosney at IMDB
Alexandra Krosney portrayed the role of "Ellie" in Jughead. Alexandra was born on October 14, 1990 and she is 18 years old.
Episodes Appeared InEdit
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text: LEXINGTON, Mass. ( TheStreet) -- I spent a very long day at the Rodman & Renshaw investor conference Wednesday (Amtrak's Acela between Boston and New York City is a nice way to travel, but roundtrip in a single day? Arduous). I'll have updates and news from my Rodman conference trip over the next several days, but let's get started with Antigenics ( AGEN). The company's royalty rate for its experimental vaccine adjuvant QS21 ranges from 1.5% to 6% depending on the vaccine, but is generally in the low single digits, said CFO Shalini Sharp in a response to my question after her presentation. I'm glad she answered the question because the company hasn't been willing in the past to shed much light on the QS21 royalty rate agreements it has with various partners who are developing vaccines containing the Antigenics' adjuvant as a booster. The not-so-good news for Antigenics is that a low single-digit royalty rate doesn't bring in that much money, especially compared to the company's current valuation. For example, let's assume that GlaxoSmithKline's ( GSK) malaria vaccine (which contains QS21) is launched in 2011 and peaks at $1 billion in sales by the end of 2014. I'm going to also assume Antigenics' royalty rate at 1.5% (likely since a malaria vaccine is a low-margin product sold primarily in the undeveloped world.) That works out to $15 million in royalty revenue for Antigenics. But of course, that's five years in the future, so the net present value of that revenue today is just over $7 million. At a multiple of six times, that's worth just under $43 million in current enterprise value, or 48 cents a share, for Antigenics.


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Guest: Henry Giroux, professor and author Topic: Trump, authoritarianism and resistance – Guest: Jerry Lembcke, professor and author Topic: Trump is the price we're paying for our lost wars – Guest: Riley Ruiz, Revolution Club, revcom Topic: Fighting modern day genocide at Standing Rock
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Memories of Matsuko Blu-ray
Starring Miki Nakatani, Eita, Yusuke Iseya, Teruyuki Kagawa, Mikako Ichikawa, Asuka Kurosawa, Akira Emoto, Gori, Shinji Takeda, Yoshiyoshi Arakawa
Directed by Tetsuya Nakashima
2006 Japanese musical/mystery/fantasy film. When the body of Aunt Matsuko (Miki Nakatani), who has been living as a tramp, is found murdered, her selfish young nephew Shou (Eita) is sent to clear out her apartment.
Shou finds the place crammed full of garbage but, as he begins to sort through the rubbish, he finds himself becoming more and more interested in this strange woman.
Conversations with neighbours begin to fit the pieces of the jigsaw together and Shou discovers that Matsuko has led a more than colourful life.
From her early fall-out with her father, her progression through life included a career as a teacher, a series of love affairs and a spell in a massage parlour, until she ended up in jail for murdering her pimp.
On her release, finding that her lover had gone off with another, she became involved with a Yakuza gangster, before being dumped again and becoming a recluse.
Finally, she met her untimely death. All of Matsuko's life story is portayed in a series of extravagant musical set-pieces, which enable even the darkest episodes of her life to be seen in a unique and enjoyable way.
All of these revelations about his aunt affect Shou greatly and lead him to the conclusion that he must change his own self-centred ways.
- Format: Blu-ray
- Region: B
- Certification: (15)
- Catalogue number: TWFBD002
- Studio: Third Window
- Release date: 14/02/2011
- Genre: Drama
- Colour: Colour
Standard Delivery
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Also directed by Tetsuya Nakashima | View all


text:
The Metroid Fusion manual features the Journal of Samus Aran, a diary in which she details the events at the beginning of the game.
From the Journal of Samus Aran...Edit
SR388. A vile planet, former home of the Metroids. After so many years, the remaining creatures on this planet still seemed to be trying to recreate a natural hierarchy, one without Metroids at the top.
Biologic Space Labs was hired by the Federation to observe this restructuring of the ecosystem. And because of my experience on SR388, the Federation governor for this sector hired me to provide field assistance on the planet. So, once again I found myself drawn to that forsaken rock.
The biological sample collection was going smoothly on the planet's surface when I came into contact with an organism I had never before encountered.
The organism was an undiscovered, unnamed parasitic life form, which the researchers later called "X." Thinking little of it at the time, I boarded a ship and set out for the next collection point. Suddenly I felt my entire body seize up, and I lost consciousness. The ship began to drift away from planetary orbit toward an asteroid belt.
Thankfully, an auto-escape pod jettisoned me from the craft before the ship was destroyed. The researchers in the newly-constructed research station orbiting SR388 sent a shuttle to recover the pod shortly thereafter. However, in the time since my infection, the X had multiplied rapidly in my body and had even infected my Power Suit.
My heart rate and blood pressure dropped rapidly as I fell into a deep coma. The Onboard Medic Simulation predicted only a 0.873% prognosis for survival. I was transported to Galactic Federation HQ for emergency medical treatment.
The fact that the Power Suit contained biological components and was also integrally connected to my body seemed to worsen the matter. The Federation surgeons were unable to remove the suit while I was unconscious. Their only choice was to cut and remove parts of the infected suit from my still-unconscious form; immediately after, they sent the suit parts to the Biologic Space Labs research station for study.
Even with the parts removed, however, the X infection was spreading rapidly through my nervous system, and the researchers monitoring my deterioration knew of no cure...
Someone proposed a desperate treatment: create a vaccine from Metroid cells. Apparently the Federation had preserved a cell culture from the last Metroid. The scientists quickly prepared and administered the vaccine. The symptoms of the infection disappeared instantly, and all of the X parasites within me died in moments. I am still amazed by the serendipity of this result...
When I woke, the scientists told me that the hatchling had saved me once again.
Almost immediately after I awoke, we received a distress call from the research station.
Emergency! Explosion of unknown origin in the Quarantine Bay!
The screams from the com receiver were loud enough for me to hear even in the infirmary. I knew that something terrible was about to happen... was already happening. I immediately boarded the ship the Federation had provided me and sent a reply message:
"Docking with Biologic Space Labs station in 10 minutes. Prepare the landing bay!"


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Taos Chill(2009)
(A book in the Carmen and Chill Mystery series)
A novel by Linda Lea Castle
Taos, New Mexico, is a winter wonderland where you can rub elbows with cowboys, artists, and Hollywood expats. Native New Mexican Carmen Pollini is an up-and-coming author with lots of fans. One in particular has started sending her suggestive gifts, while someone is harassing her by e-mail. Plus, her agent has failed to send her advances and royalties. Then her nemesis, the local R. E. D. delivery truck driver, is found dead on Carmen's doorstep ...
Used availability for Linda Lea Castle's Taos Chill
See all available used copies of this book at Abebooks UK or Abebooks US
Hardback Editions
August 2009 : USA Hardback
|Title: Taos Chill (Thorndike Clean Reads)
Author(s): Linda Lea Castle
ISBN: 1-4104-1837-5 / 978-1-4104-1837-1 (USA edition)
Publisher: Thorndike Press
Availability: Amazon Amazon UK Amazon CA
March 2009 : USA Hardback
|Title: Taos Chill (Five Star First Edition Mystery)
Author(s): Linda Lea Castle
ISBN: 1-59414-754-X / 978-1-59414-754-8 (USA edition)
Publisher: Five Star (ME)
Availability: Amazon UK Amazon CA
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text: Blazing TricksterLevel: 70 EliteArcatraz, Tempest Keep The Blazing Trickster is one of the two creatures that can be released during the first wave of the Harbinger Skyriss encounter in the Arcatraz. QuotesEdit Spawn: I'm gonna cook ya, and then i'm going to eat ya! Death: I hope you die! Painfully! External linksEdit Wowhead Thottbot WoWDB Retrieved from "http://wowwiki.wikia.com/wiki/Blazing_Trickster?oldid=2575131" Ad blocker interference detected! Wikia is a free-to-use site that makes money from advertising. We have a modified experience for viewers using ad blockers Wikia is not accessible if you've made further modifications. Remove the custom ad blocker rule(s) and the page will load as expected. Categories: Level 70 NPCs Imps Arcatraz mobs Add category Cancel Save


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|Meridian Naturals
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30 mg Quercetin (as quercetin dihydrate)
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|As a dietary supplement, for adults, take one (1) capsule daily or as directed by a physician. Suitable for vegetarians.
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In addition to the single MX-324, two unpowered MX-334 gliders were built and tested, the first making its maiden flight on October 2, 1942 at Muroc. In the case of both the MX-324 and MX-334, plywood was used for most of the airframe with the exception of the load-carrying center section, which was manufactured from welded metal tubing.
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Item description for Mary's World: Love, War, and FamilyTies in Nineteenth-century Charleston by Walter Edgar Richard N. Cote...In this 8-CD audio edition (playing time: about 11 hours), the voices of Dr. Walter Edgar and Anita Rosenberg bring to life the members of the William Bull Pringle family of Charleston, South Carolina during the Civil War era.
Born to affluence and opportunity in the South's Golden Age, Mary Motte Alston Pringle (1803-1884) represented the epitome of Southern white womanhood. Her husband was a wealthy rice planter who owned four plantations and 337 slaves. Her thirteen children included two Harvard scholars, seven world travelers, a U.S. Navy war hero, six Confederate soldiers, one possible Union collaborator, a Confederate firebrand trapped in the North, an expatriate bon vivant in France, and two California pioneers. Mary's World illuminates in lavish detail the world and psyche of this wealthy, well-educated, well-intentioned woman and her family from the antebellum South.
During the Civil War, Mary and her husband, William, stood helpless as two sons were killed, another was driven insane, their slaves were freed, and the world as they knew it was swept away by a hurricane of social change. In her own words, Mary tells us about the joys, sorrows, frustrations, and terrors she and her family faced in nineteenth-century Charleston. This intimate, visceral biography was drawn directly from over 2,500 pages of Mary's handwritten letters, journals and diaries, none of which, she could have imagined, would ever be read by strangers. Therein lies their power.
Readers also learn about the vastly different lifestyles, food, clothing, and experiences of their slaves. Mary's World also pays special attention to Cretia Stewart, Mary's favorite servant, Cretia's husband, Scipio, and their free descendants, some of whom worked for Mary's grandchildren well into the twentieth century. How Mary, William, their children, and slaves lived before the Civil War, clung desperately to life in the eye of the maelstrom, and coped -- or failed to cope -- with its bewildering aftermath is the story of this book. The letters and images they left behind offer priceless insights into the anguished roots of Southern social history.
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Irritable or painful bladder syndrome is usually referred to as interstitial cystitis. This inflammation of the bladder is a chronic condition that affects as many as 1 million people in the United States, says FamilyDoctor.org, an online information service of the American Academy of Family Physicians. The population affected by irritable bladder syndrome is overwhelmingly female, though males and children are not immune to the disorder. Medical testing, medications and lifestyle adjustments can help ease and manage the painful symptoms of interstitial cystitis.
Urinary Symptoms of Irritable Bladder Syndrome (Interstitial Cystitis )
The main symptoms of an irritable bladder are urinary in nature. A person who is affected by this syndrome may have a sudden urge to urinate but find that she does not put out very much urine each time she tries. A patient with interstitial cystitis may have pain when urinating that can be described as sharp or burning. The pain felt when urinating usually subsides to some degree as the bladder empties, though some people do not find this kind of relief. The frequent urges to use the bathroom can last throughout the day and night.
Pain Accompanies Irritable Bladder Syndrome
In addition to pain in the bladder and during urination, people who have interstitial cystitis often experience pain in the pelvic area. Women and men may feel the pain in the pelvis and the perineum area even when they have no urge to urinate. Men may experience discomfort in the scrotum and penis. A burning or aching pain during sexual activity is a common symptom of an irritable bladder in both genders. Menstruation can make the pain of interstitial cystitis worse, with symptoms easing after the period is over. The intensity of the pain ranges from mildly uncomfortable to intense enough that it can make everyday activities difficult or even impossible. Pelvic exercises may be used to relieve pelvic pain caused by an irritable bladder.
Easing the Symptoms of Interstitial Cystitis
If you have interstitial cystitis, you may benefit from altering your diet. Some of the same foods that can irritate the lining of the stomach can also irritate the bladder--including acidic, spicy foods, caffeine and alcohol. Your doctor may suggest that you refrain from eating these items, as well as chocolate and foods that contain artificial sweeteners, and see if your symptoms subside. Keeping a food diary that details what you have eaten and the intensity of your symptoms can help you determine if your diet may contribute to your painful symptoms. Over-the-counter medications can also help counter mild to moderate pain caused by an irritable bladder. Avoiding cigarettes, cigars and other tobacco products may also alleviate discomfort.
Medical Management of Irritable Bladder Syndrome
Symptoms of interstitial cystitis may decrease through the use of several different medical procedures. Stretching out the irritated bladder--a procedure called bladder distention--is done under an anesthetic. Some people find temporary relief after distention because the bladder is able to hold more liquid. Medications such as Elavil and Emilron can manage symptoms to the extent that they don't take over your life. Electric nerve stimulation treatments performed on the muscles around the bladder may also relieve irritable bladder symptoms in some people. Re-training the bladder may be a useful management tool. Bladder training involves going to the bathroom on a set schedule in an effort to allow your bladder to hold more liquid at a time.
Finding Support for the Patient
Interstitial cystitis can be a life-altering situation if your symptoms are severe and constant. Due to the delicate nature of the problem, you may not feel comfortable discussing your pain with your family or friends. Your doctor can refer you to a support group, either specifically for irritable bladder problems or for people with other chronic illnesses. The Interstitial Cystitis Association (800-435-7422, toll-free in the United States) can direct you to a local support group. Being able to discuss your medical issues with others can reduce stress and may improve symptoms. Stress is not a cause of painful bladder syndrome, but leading a stressful life can increase your symptoms.
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Gerri Harden, "Bait," 2013, mixed media, 4" x 6" x 12".
In Talking Creatures, Patrick Bulas, Megan Gnanasihamany, Gerri Harden and Trish Shwart use storytelling to communicate intricacies of human behaviour and highlight connections between people and animals.
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Flute Piece From Thank You MP3
This is my attempt to show bansuri learners how to play this piece from Akshay Kumar's movie Thank You.
Akshay Kumar - Flute Thank You MP3
Thank You Movie- Flute Music By Akshay Kumar To Download this song go the - http://www.youtube-mp3.org/ {paste the url from the top}
Ha Har Ghadi FULL song with Flute - Thank you Movie MP3
Thank you Flute and Song MP3
FLUTE + SONGS TO DOWNLOAD FILE INSTANTLY WITHOUT WAIT TIME http://hotfile.com/dl/114404854/4e0ab2a/Thank_U_Flute_Tone.mp3.html GRAB ...
Thank You : Akshay Kumar Flute Extracts (with Video , Piano Included) MP3
Watch All The Flute by Akshay Kumar Extracts From Thank You (2011) movie Visit: http://e-pctips.blogspot.com For PC And Internet Tips And Tricks.
Thank you Flute on piano - SNK MP3
Movie: Thank You (Bollywood) Song: Haan Har ghadi... (Flute) : : Using : : Software : Simple Piano (on Windows 7) Keyboard : TVS Gold Screen Recorder ...
Akshay Kumar - Thank you flute tune MP3
Best tune i ever heard please subscribe to my second channel "The AJ Beatz" there i make beats for songs :), you´ll love it! www.youtube.com/TheAJBeatz.
Thank You Flute Song - Full Video Song MP3
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Under Unknown devices, I see most of my computers. Spiceworks is unable to pull information. All PC's are Windows XP Pro SP2.
There was a Windows authentication error when attempting to connect to this device.
This topic was created during version 3.1.
The latest version is 7.5.00101.
2 Replies
Sep 10, 2008 at 11:05 UTC
Sounds like the local administrators group on the local machines you are trying to reach don't have the user that you are currently using to do a network scan or the PC's are not part of the domain. Make sure the credentials you are using are in the local administrators group on the PCs you are attempting to see. I just created a new user with domain admin privelages and set it's logon hours to be the same intervals as my daily scans. I also have pushed out a group policy puts domain admins in the administrator group of local pc's.
Another reason could be windows firewall or antivirus you have loaded.
Sep 12, 2008 at 11:30 UTC
My Spiceworks Scan user account is default domain Administrator account called "Administrator".
I have created a Domain Global security group called localadmin. Domain users are member of this group. I have added this group in each workstation local administrator group. Domain Administrator "Administrator" is part of localadmin group. I still can't get this issue resolved. There is no Firewall on workstations or servers.
This discussion has been inactive for over a year.
You may get a better answer to your question by starting a new discussion.


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