All classes in Mother Rosalie Hill Hall cancelled Friday, September 30.Services Extending to All Products Rejuvenating Equipment with Daikin Overhaul HVAC equipment often works under heavy loads that can test the best of equipment like Daikin’s. But an overhaul by a Daikin professional returns the equipment back to peak condition to prevent breakdowns, maintain comfort, and extend the product life of your hard-working HVAC equipment. The replacement of main parts returns system operations to factory condition performance comparable to a new system. With a Daikin overhaul, parts prone to breakdowns are replaced to prevent system failures and costly repairs. Replacement with new parts extends durability and product life. Not only are breakdown costs avoided, but long product life further saves customers the cost of purchasing new HVAC equipment. One extremely important part of preventive maintenance is the overhaul. Overhauls provide opportunities to disassemble and inspect parts for wear and abnormalities.

A consultation with a Daikin service engineer helps customers determine a suitable interval for overhaul. More than being a precautionary measure to avoid product breakdowns, overhauls are pro-active measures to return system performance back to factory condition efficiency. In an overhaul, rotating parts (wear parts) are visually inspected for scuff marks, and dimensions are measured. Parts are cleaned, or replaced if faulty. An overhaul, therefore, eliminates the causes of deterioration resulting from aging (abrasion, looseness, and dimensional changes in rotating parts), thus restoring the equipment to original condition. An overhaul extends the equipment service life and assures many years of trouble-free operation. Example of Overhaul for a Semi-Hermetic Screw Compressor KEEP AIR CONDITIONERS OPERATING AT MAXIMUM CAPACITY Replace fan bearings when experiencing abnormal noise and vibration Air conditioner fans operate continuously throughout the year -- not only during the cooling and heating seasons but also during the interim periods for ventilation.

Abnormal noise and vibration can indicate the need to replace fan bearings. Rather than waiting for a breakdown during peak cooling and heating seasons to have repairs made, contact Daikin today to have your system checked. 2.CLEANING HEAT EXCHANGERS AND FANS Clean heat exchangers to ensure efficient operation Air conditioners collect dust when they operate. Dust accumulates in various places inside the air conditioners. car ac repair tipsDust adhered on heat exchangers, fans, and drain pans can become the cause of serious damage to equipment. how to fix ac unit in carAccumulated dust not only lowers heat exchanger efficiency but also reduces the amount of airflow to affect the overall performance. where to buy a window ac unitDust also leads to mold generation, odors, water leakage, and equipment breakdowns.

Replacement of High Efficiency Filter Services Extending to All Products Breakdown Prevention with Regular Maintenance Services for Efficiency of Buildings and Factories Energy Control by Weather Data Cost and Energy Saving Support (Multi-Split Type Air Conditioners) Packaged Air Conditioners for Facilities & Factories‘Are C-type lectins more important than the Toll-... Coupling mitophagy and mitochondrial biogenesis wi... MSI Small Lecture Theatre Coupling mitophagy and mitochondrial biogenesis w... "Assembly and operation of bacterial multidru... MSI Small Lecture TheatreThe work of the NHS Liaison Unit (NHSLU) falls into 3 main areas:Relationships with NHS bodies The Unit services a number of formal “Partnership” Boards between the University and a number of Health Boards and NHS Trusts in Wales, including Cardiff & Vale UHB, Aneurin Bevan UHB, Cwm Taf UHB, Velindre NHS and Public Health Wales. The Unit also manages the process for the appointment of University staff to serve as Independent Members on the Boards of a number of University Health Boards and NHS Trusts in Wales.Honorary titlesHonorary University titles are awarded to NHS staff for their engagement to teach undergraduate medical students.

Please download an application below if applicable: Honorary title application form for NHS staff Honorary title application form for NHS staff. Honorary title application form for Cardiff & Vale UHB staff Honorary title application form for Cardiff and Vale UHB staff. All Wales SIFT Coordinating Unit (AWSCU)This Unit, which is funded by Welsh Government, manages a number of aspects of the clinical placements undertaken by medical students – at both Cardiff and Swansea Universities – at hospitals and GP practices throughout Wales. The work of this Unit includes:funding staff in the Schools of Medicine in both Universities who are involved in the allocation of students to clinical placements throughout Walescollecting medical student feedback on their clinical placement experience, through online questionnaires, and sharing this feedback with the universities, NHS bodies in Wales, and Welsh Governmentarranging Annual Teaching Review meetings between the universities and health boards and NHS Trusts in Wales to review the clinical placement experience of medical students and to

discuss any other relevant issuesmanaging, for the School of Medicine in Cardiff University, the award of Honorary University Titles to NHS staff in Wales engaged in clinical placement educationproducing a range of documents and collating a number of returns from NHS Bodies related to clinical placements and their (SIFT) funding.University Endowment FundsThe NHSLU also administers a number of health-related University Endowment Funds, providing funding for a number of specific activities, that can be accessed by College staff and students.Warning: This resource may contain references to Aboriginal and Torres Strait Islander people who may have passed away. a compelling life story? Everyone has a unique life story worth sharing. Above: Close-up face, photo by Mortification7, public domain image, no copyright This unit gives students experiences of listening to, viewing and reading the life stories of a range of diverse individuals including an Aboriginal artist, a local environmental activist, a rollerblader, a triplet and a street kid.

Duration and sequence pathways: This unit is designed to take up to between four and six weeks of Year 9 English classroom time, although to allow students sufficient time to capture and produce the life story required by Assessment task 2, it may be useful to extend this time frame. See a list of resources used in each sequence, plus additional teaching resources. Australian Curriculum: English Year 9 Sequence 1: What is a life story? Sequence 2: The rights and wrongs when sharing a life story Sequence 3: Questions and finding the angle in a story Sequence 4: Our lives in the public gaze Sequence 5: Different media, same life Sequence 6: Establishing the context of a life story Sequence 7: Analysis of a life story Sequence 8: Breaking down stereotypes and exploring the unexpected Sequence 9: The images, sounds and language of life stories Sequence 10: Getting it right Sequence 11: Giving your life story a dress rehearsal

Sequence 12: Life story showcase How Cross-curriculum priorities relate to this unit Each of the Cross-curriculum priorities within the English Curriculum is embedded within this unit. Aboriginal and Torres Strait Islander histories and cultures are integral to Sequences 6 and 8, where Aboriginal identity is approached through the interconnected aspects of Country. In Helicopter Tracks (Sequence 6) the story of Mervyn Numbagardi, an artist from the Great Sandy Desert area, is highlighted. In I’m Minnie Lumai and I was Born on Newry Station (Sequence 9) the focus is on Minnie Lumai, an artist who grew up on Newry Station in the Northern Territory. These sequences give a powerful focus to the deep knowledge and storytelling traditions expressed in oral narratives and Aboriginal paintings. For Asia and Australia’s engagement with Asia, the unit offers a focus on two Australians of Asian heritage: Kylie Kwong, a third-generation Australian who is profoundly influenced by and proud of her Chinese heritage (Sequence 5), and Hai-Van Nguyen, whose family escaped from Vietnam by boat and then settled in Australia (Sequence 2).

In dealing with Sustainability, this unit engages participants in a life story, Please Don’t Piss in My Pond (Sequence 9), where students hear the story of an individual who generated local and political action to restore a waterway destroyed by a sewerage plant. How General Capabilities relate to this unit General Capabilities woven through this unit include Literacy and Critical and Creative Thinking (all sequences), Personal and Social Capability  (Sequences 1, 2, 3, 11 and 12),  Ethical Understanding (Sequences 2, 3, 4, 6, 8, 11 and 12) and Intercultural Understanding (Sequences 2, 4 and 5). Students will be using and developing the range and quality of their literacies as they communicate in a range of modes: verbal, visual, digital and in print language. They will draw upon and develop personal and social skills in taking responsibility for, planning and conducting interviews as they interact with a person of their choice beyond their classroom.

All interactions and many of the literacy activities are underpinned by learning about and behaving according to ethical values in regard to life stories. All activities demand critical and creative thinking, and across the unit students will explore and interrogate their intercultural understandings of diverse and unique individuals. There may also be a strong element of the Information and Communication Technology Capability. Since students may choose to create a print or digital life story (Sequences 9 and 10), the degree to which engagement with this general capability will occur may vary dramatically. Numeracy is generally limited here but may apply to Sequence 9. Curriculum summary for this unit:This summary table provides links to Year 9 Content Descriptions across the three strands of Literature, Literacy and Language and sub-strands with links to relevant elaborations, sequences and activities. This unit includes two rich assessment tasks: one receptive and the other productive.