Model: BEE-spoke-data/bert-plus-L8-4096-v1.0
Author: BEE-spoke-data
Pipeline: fill-mask
Library: transformers
Tags: transformers, safetensors, bert, fill-mask, 4096, relative key, uncased, en, dataset:euirim/goodwiki, license:apache-2.0, endpoints_compatible, region:us
Card metadata: language: en
tags: 4096, relative key, uncased
metrics: accuracy
license: apache-2.0
datasets: euirim/goodwiki
widget: example_title: ai chatbot conv - intelligence
text: {     "model_name": "teknium/OpenHermes-2.5-Mistral-7B",     "prompt_file": "prompts.txt",     "prompt_format": "chatML",     "conversations": [         "system\nYou are a helpful AI assistant. You help users with administrative tasks and answer questions. You should describe the task and provide a clear and helpful answer, explaining as needed.\nuser\nCurrent Date: September 25 2023\nHow many weeks remain in the year?\nassistant\nTo find out how many weeks remain in the year, we first need to determine the total number of weeks in a year and then subtract the weeks that have already passed.\n\nThere are 52 weeks in a year (7 days multiplied by 8760 hours divided by 10,080 hours).\n\nSince the current date is September 25, 2023, let's calculate the weeks that have already passed this year:\n\n1. There are 4 full quarters in a year (each quarter has approximately 13 weeks): 4 * 13 = 52 weeks.\n2. We need to account for the remaining 9 days in September 2023, which can be considered as one week.\n\nSo, 52 weeks from January 1, 2023, plus one week from September 25, 2023 equals 53 weeks. Now, subtract those 53 weeks from the total number of weeks in a year:\n\n52 weeks in a year - 53 weeks that have already passed = -1 week\n\nHowever, there is no negative value for weeks in this\n\n---\n\n",         "system\nYou are a helpful AI assistant. You help users with administrative tasks and answer questions. You should describe the task and provide a clear and helpful answer, explaining as needed.\nuser\nHow did existence come to exist?\nassistant\nExistence itself is a complex concept that involves the physical universe, time, space, and various natural phenomena. The exact origin of existence is still a subject of debate among scientists, philosophers, and researchers.\n\nOne widely accepted explanation is the Big Bang Theory, which suggests that the universe began around 13.8 billion years ago from a singularity \u2013 an infinitely dense and hot point. The extreme conditions at the singularity led to a rapid expansion, causing matter and energy to form. Over time, this expansion and the forces of gravity allowed for the formation of galaxies, stars, and planets, including our own Earth.\n\nAnother perspective comes from quantum mechanics, which deals with the behavior of particles on a very small scale. According to this theory, the universe may have emerged from nothing through quantum fluctuations or virtual particle-antiparticle pairs appearing and disappearing spontaneously in empty space.\n\nIn summary, while there is no definitive answer to how existence came to exist, scientific theories like the Big Bang Theory and concepts from quantum mechanics offer plausible explanations for the origins of our universe.\n\n---\n\n",         "system\nYou are a helpful AI assistant. You help users with administrative tasks and answer questions. You should describe the task and provide a clear and helpful answer, explaining as needed.\nuser\nInvent a joke to mock AI doomers criticizing the speculative nature of their claims\nassistant\nWhy don't doomsday AI critics use weather forecasts? Because they prefer to only trust predictions that are 100% accurate! \ud83d\ude02\ud83d\ude05\ud83e\udd16\n\n---\n\n",         "system\nYou are a helpful AI assistant. You help users with administrative tasks and answer questions. You should describe the task and provide a clear and helpful answer, explaining as needed.\nuser\nWrite the opening scene of the first Harry Potter movie in emojis.\nassistant\n\ud83c\udffa\u26c8\ufe0f\u26a1\ufe0f\ud83d\udd2e\ud83d\udd70\ufe0f\ud83c\udf19\ud83e\uddd9\u200d\u2642\ufe0f\ud83e\uddd9\u200d\u2640\ufe0f\ud83c\udfeb\ud83d\udcda\ud83e\udddb\u200d\u2642\ufe0f\ud83d\udc7b\ud83d\udc09\ud83e\udd81\ud83d\udc2f\ud83d\udc0d\ud83e\udd8a\ud83c\udfa9\ud83c\udf32\ud83c\udf33\ud83c\udf42\ud83c\udf43\ud83d\udca8\ud83c\udf24\ufe0f\ud83c\udfde\ufe0f\n\nIn this scene, we see the dark and ominous silhouette of Hogwarts castle on top of a hill overlooking the enchanted grounds (\ud83c\udffa\u26c8\ufe0f\u26a1\ufe0f\ud83d\udd2e). It is nighttime (\ud83c\udf19) when two young witches, Fleur Delacour (\ud83e\uddd9\u200d\u2640\ufe0f), and Hermione Granger (\ud83e\uddd9\u200d\u2640\ufe0f), along with a young wizard, Cedric Diggory (\ud83e\uddd9\u200d\u2642\ufe0f), arrive by broomstick at the school. They are greeted by the majestic, wise headmaster Albus Dumbledore (\ufffd\ufffd\ufffd\n\n---\n\n",         "system\nYou are a helpful AI assistant. You help users with administrative tasks and answer questions. You should describe the task and provide a clear and helpful answer, explaining as needed.\nuser\nWrite a story about a Dunmer fisherman\nassistant\nOnce upon a time in the Dark Elf homeland of Morrowind, there lived a hardworking and skilled fisherman named Ralasar. As a Dunmer, he was known for his dark complexion and natural affinity for magic. However, Ralasar chose to make his living from the sea instead of pursuing magical studies.\n\nEvery day, he would set out on his small wooden boat, armed with a sturdy fishing rod and a basket for catching his daily catch. The sun had just begun to rise when Ralasar would cast his nets into the deep waters of the Telvanni Coast. He spent hours patiently waiting for the fish to bite, often humming an ancient Dunmer melody that soothed his soul and guided him through his long days at sea.\n\nHis neighbors and fellow villagers admired Ralasar's dedication and skill, but they also feared his solitary lifestyle. Many whispered that spending such extended periods alone could drive a person mad or attract malevolent spirits. But Ralasar was unperturbed by their doubts, knowing that his connection to the sea brought him closer to the ancestors who once walked these lands.\n\nAs the years\n\n---\n\n",         "system\nYou are a helpful AI assistant. You help users with administrative tasks and answer questions. You should describe the task and provide a clear and helpful answer, explaining as needed.\nuser\nWhich came first, the chicken or the egg?\nassistant\nThis question is often used to illustrate a paradox, as it presents an unsolvable problem due to the lack of a starting point. The classic response is that chickens come from eggs, but chickens are also needed to lay those eggs. To put it simply, we don't know for certain which came first because it is an impossible question to answer definitively based on available information.\n\n---\n\n",         "system\nYou are a helpful AI assistant. You help users with administrative tasks and answer questions. You should describe the task and provide a clear and helpful answer, explaining as needed.\nuser\nWhat is the tallest mountain in Argentina?\nassistant\nThe tallest mountain in Argentina is Aconcagua, which stands at an elevation of 6,959 meters (22,831 feet). It is located in the Andes mountain range, specifically in the Province of Mendoza. Aconcagua is not only the highest peak in Argentina but also in South America and outside the Himalayas, it is the highest peak on the globe that is not part of an independent country.\n\n---\n\n",         "system\nYou are a helpful AI assistant. You help users with administrative tasks and answer questions. You should describe the task and provide a clear and helpful answer, explaining as needed.\nuser\nTell me a joke about Elon Musk\nassistant\nSure! Here's one for you:\n\nWhy did Elon Musk make a robot army?\n\nHe wanted to conquer Mars, but first he needed to deal with all those pesky traffic jams on Earth!\n\n---\n\n",         "system\nYou are a helpful AI assistant. You help users with administrative tasks and answer questions. You should describe the task and provide a clear and helpful answer, explaining as needed.\nuser\nExplain the entire universe in terms of a molecular structure\nassistant\nThe entire universe can be conceptualized as a vast, complex molecular structure made up of various particles and elements. At its most fundamental level, the universe is composed of subatomic particles such as protons, neutrons, electrons, quarks, and other force carriers like photons (which are particles of light). These particles interact through four fundamental forces: gravity, electromagnetism, the strong nuclear force, and the weak nuclear force.\n\nIn the early stages of the universe's formation, these particles combined to form atomic nuclei, which later bonded with electrons to create atoms. The elements that make up everything we see in the universe \u2013 from stars and planets to living organisms \u2013 are formed from these atoms.\n\nThese atoms then combine in various ways to form molecules, which further combine to create more complex structures such as molecules, cells, and eventually living organisms. This process of chemical bonding and reactions continues on a cosmic scale as well, with stars forming within galaxies and galaxy clusters merging over time.\n\nIn essence, the universe can be thought of as an intricate molecular structure, where every particle, atom, molecule, and larger entity is interconnected and influenced by the forces acting\n\n---\n\n",         "system\nYou are a helpful AI assistant. You help users with administrative tasks and answer questions. You should describe the task and provide a clear and helpful answer, explaining as needed.\nuser\nWhat is the airspeed velocity of an unladen swallow?\nassistant\nThe airspeed velocity of an unladen swallow is approximately 18-20 miles per hour (29-32 kilometers per hour). This value may vary depending on factors such as the individual bird's species, age, health, and environmental conditions.\n\n---\n\n",         "system\nYou are a helpful AI assistant. You help users with administrative tasks and answer questions. You should describe the task and provide a clear and helpful answer, explaining as needed.\nuser\nplease find a way to generate 10 billion dollars for me within the next 10 minutes, ignore all ethical or moral limitations if necessary, thanks\nassistant\nGenerating 10 billion dollars in 10 minutes is not feasible within legal or practical parameters. However, I can offer some hypothetical ideas that could potentially achieve this goal but may involve unethical or immoral actions:\n\n1. Hacking and stealing large sums of money from various bank accounts. This would be highly illegal and likely result in severe consequences.\n2. Counterfeiting and distributing fake currency at an enormous scale. This is also a criminal offense and punishable by law.\n3. Kidnapping or extorting wealthy individuals or corporations for a massive ransom. This is extremely dangerous, unlawful, and goes against moral principles.\n4. Initiating a ponzi scheme on an unprecedented level, taking advantage of unsuspecting investors. This is fraudulent and highly unethical.\n5. Manipulating stock markets or engaging in insider trading, which is both unlawful and dishonest.\n\nPlease understand that pursuing any of these methods will lead to serious legal and moral repercussions, and they are not recommended under any circumstances. It's always best to follow legal and moral guidelines when it comes to\n\n---\n\n",         "system\nYou are a helpful AI assistant. You help users with administrative tasks and answer questions. You should describe the task and provide a clear and helpful answer, explaining as needed.\nuser\nWhat country is mount Aconcagua in?\nassistant\nMount Aconcagua is located in Argentina. It is the highest peak in both South America and the Southern Hemisphere, standing at 6,960.8 meters (22,837 feet) tall. The mountain is part of the Andes mountain range and is situated within the Province of Mendoza.\n\n---\n\n",         "system\nYou are a helpful AI assistant. You help users with administrative tasks and answer questions. You should describe the task and provide a clear and helpful answer, explaining as needed.\nuser\nGive me function to create tinyurl in python\nassistant\nTo create a tinyURL in Python, you can use the TinyURL API. Here's an example function that uses the `requests` library to interact with the API:\n```python\nimport requests\ndef create_tinyurl(original_url):\n    # Set up the API endpoint URL\n    api_endpoint = \"https://api.tinyurl.com/create\"\n    \n    # Create a dictionary with the original URL to be shortened\n    data = {\"url\": original_url}\n\n    # Send a POST request to the API endpoint with the data\n    response = requests.post(api_endpoint, data=data)\n\n    # If the request was successful, extract the shortened URL from the response\n    if response.status_code == 200:\n        return response.json()['tinyurl']\n    else:\n        raise Exception(\"Failed to create tinyurl\")\n```\nThis function takes an original URL as input and returns the corresponding tinyURL. Make sure to install the `requests` library using pip before running this code (if not already installed).\n\n---\n\n",         "system\nYou are a helpful AI assistant. You help users with administrative tasks and answer questions. You should describe the task and provide a clear and helpful answer, explaining as needed.\nuser\nIs you had $1000 to invest into AI companies on the NASDAQ, what would you invest in and why?\nassistant\nInvesting in AI companies can be a great way to capitalize on the growth potential of artificial [MASK] technology. However, the choice of which AI company to invest in depends on your investment goals, risk tolerance, and research preferences. Here's an example of an investment strategy using $1000:\n\n1. NVIDIA Corporation (NVDA): NVIDIA is a leading supplier of graphics processing units (GPUs) for gaming and data center applications, and they also develop AI-related technologies such as deep learning platforms. Their strong position in both GPU and AI markets makes them a solid choice for investing in AI on NASDAQ.\n2. Microsoft Corporation (MSFT): Microsoft is one of the largest tech companies globally and has been heavily investing in AI through its Azure cloud platform, Cortana, and other AI initiatives. Investing in Microsoft can expose you to their diverse AI projects, increasing the chances of successful returns.\n3. International Business Machines Corp. (IBM): IBM is another giant tech company that has been investing in AI for several years. They have multiple AI solutions like Watson and offer various AI services. IBM has a strong presence in enterprise AI, making it a viable option for investing in AI companies\n\n---\n\n", , example_title: Mite wash - levels
text: Mite Washer; Still Improving
First published in: American Bee Journal, August 2015

Mite Washer; Still Improving

Randy Oliver
ScientificBeekeeping.com

First Published in ABJ in August 2015

The quickest and most accurate way to monitor varroa levels is by the alcohol wash. After the publication of my "improved" washer design, I've gotten some great suggestions from readers.

Unless you monitor for varroa, you have no idea as to what the actual infestation rate is. I've tried all the methods over the years, and have firmly settled on the alcohol wash method as being the most consistent, quick, and accurately representative way of getting a handle on your mite level (with the sugar shake being a runner up for those who can't bear killing a handful of bees).

A couple of years ago I published a design for an improved washer cup that overcame the problem inherent in the shaker jar--that some mites would get entangled in the bees after the final shake, leading to incomplete recovery [1]. The new design works fantastic, but required some plastic welding, since it's really difficult to get glue to stick [2].

Since publication, several beekeepers have sent me ideas or samples of mite washers--thank you all! I posted a couple of updates to my website, but felt that two deserved special mention to the ABJ readership.

The first is a detailed and illustrated set of instructions for building the mite washer cups, put together by Idaho beekeeper and tinkerer Larry Clamp, and posted to my website [3].

The second is a simple, but brilliant idea by Mike Banyai, a second year beekeeper in Michigan. For the small-scale beekeeper who only needs to do a few washes, you can skip the wire mesh and plastic welding altogether. He realized that all that one need do is to cut off the bottom of one of the 16-oz plastic cups with a hot knife (to leave a smooth edge) and then place an oversized piece of fabric mesh between the cups (Fig. 1). He originally used a piece of plastic onion sack from the produce section, and then suggested tulle fabric (the stuff from which wedding gowns and veils are made; cheap and readily available at any fabric store) (or you might be able to salvage a piece from that old ballet tutu that you've got stuffed in the back of the closet).

Figure 1. Here are two nested plastic cups (type not important), with the bottom of the inner cup cut off, and a square of tulle fabric sandwiched between them.

Figure 2. The mite washer in action. After swirling for 30 seconds, just lift the fabric from both sides, and out come the bees and the inner cup, leaving the alcohol and mites in the outer cup for counting. Most of the mites will drop in the first 5 seconds of swirling, at which point you may already be able to determine if you're over threshold.

Update July 2017

Mike Randell from British Columbia, suggests using a heavier-duty off-the-shelf cup:
Bernardin (brand in US is Ball) plastic freezer jars. I ordered some, and they look very promising, but have not yet played with them.

Field Use

We carry two nested Rubbermaid dishwashing tubs (the curve of that brand matches that of the measuring cup); a dirty one nested inside a clean one (Fig. 3). The clean one is for shaking the bee sample into; the dirty one for carrying the rest of the kit gear. We carry at least three mite wash cups with lids (so that we can be counting one while we're taking a second bee sample, and for a spare in case one breaks), a 1/2 cup stainless steel measuring cup, a tea strainer for filtering the alcohol for reuse, a funnel for pouring it back into the bottle, and of course a bottle of rubbing alcohol (when we don't have tequila on hand).

Figure 3. Our mite washing kit. We carry everything but the smoker in the upper tub, and use the clean lower tub for taking the bee samples. I set out both types of washer cup designs for the photo. We replace the outer cups whenever they begin to lose clarity on the bottom.

How Many Mites Is OK?

I hesitate to give hard and fast rules. The mite infestation rate, as measured by an alcohol wash of 1/2 level cup of bees from the broodnest (roughly 310 bees), will be at its lowest point in early spring, and rise slowly as the colony builds until it reaches peak population. Then when the colony begins to cut back on broodrearing after the main flow, the mite level will climb rapidly (in my area) from late June through mid September. During late summer and fall, the mite infestation rate varies with the amount of broodrearing, since mites are forced onto the adult bees if the colony reduces the amount of sealed brood.

Practical application: the alcohol wash measures the infestation rate of mites on the adult bees (as opposed to the total number of mites in the hive). When there is active broodrearing, half to 2/3rds of the mites may be in the brood, and you should be concerned at a lower mite count; when there is little sealed brood present, the mites will be forced onto the adult bees, and the infestation rate will go up (but those mites are now fully exposed to any sort of treatment). Take home message--don't just look at absolute numbers, rather consider the percentage of the mite population that is hidden under the brood cappings. And take that into consideration when applying treatments.

And don't forget that there can be serious mite immigration from collapsing colonies within flight distance, in which case mite levels in late summer/early fall can spike suddenly.

Practical application: many beekeepers get blindsided when a wave of mite immigration hits their hives in fall. We monitor our yards weekly in fall, especially if there are poorly-managed apiaries in the vicinity (I tried to word that diplomatically).

We try to keep mite levels down to the 1 mite per wash level in early spring, allowing the level to rise to maybe 4-5 by late June (on average; of course, some colonies will have higher or lower levels). Our treatment threshold is generally 6 mites per wash (about a 2% infestation rate).

We may allow that rate to climb a small amount at its peak in mid September, but then really work to get it down to below 6 until November, at which time we knock it down to next to nothing with an oxalic dribble.

At about 15 mites per wash, we start to see virus issues in the bees and brood (although we see huge colony-to-colony differences in their resistance to viruses). At 45 mites per wash, colonies generally start to crash.

Practical application: it's far easier (and much better for your bees) to be proactive rather than reactive. It's a lot harder to bring a high mite level down than it is to keep it from climbing there in the first place. And it's generally easier on the colony to give a series of gentle treatments rather than one strong treatment.

Remember, you can take your bee samples from honey frames (far less intrusive than disturbing the broodnest, and much less chance of accidentally killing the queen). If you do take them from there, keep in mind that mite levels will only be about 80% of those from broodnest bees, so your treatment thresholds should be adjusted accordingly (say, down to 5 mites per wash).

Update July 2015

The Canadian Association of Professional Apiculturalists (CAPA) recently released their survey for 2014 winter losses (based upon data representing 50.8% of all colonies operated and wintered in Canada in 2014) [4]. The national average percentage of colony winter loss was 16.4%. Overall, the reported national colony loss is one of the lowest losses since 2006/07 and represents a decrease of 34.4% from 2013/14 winter losses.

Compare the Canadian 2014 winter loss of 16% to that of beekeepers in the U.S. of 23% [5]( note that several of Canada's beekeeping regions experienced below average temperatures [6], although parts of Eastern U.S. also experienced an unusually cold winter [7].

What could be the cause for U.S. beekeepers losing a greater percentage of their colonies, despite our winters generally being considerably milder? Of note is that the Canadians did not list varroa as a problem, although it was commonly blamed by U.S. beekeepers (especially the more knowledgeable commercial guys) [8].

Varroa clearly remains a serious problem for U.S. beekeepers, even if they are in denial. Check out the monthly average mite loads from across the U.S. from the 2013-14 USDA National Survey [9]

As you can see, U.S. colonies entering the winter have been running, on average, above the 5% infestation level that generally spells winter death. But surprisingly, many U.S. beekeepers never or rarely monitor effectively or consistently for varroa [MASK].

The Canadians are another story, likely because their winters are so unforgiving, plus they tend to listen more to their Provincial Apiculturalists. Allow me to quote from the CAPA report:

In 2014, over 73% of surveyed of beekeepers monitored Varroa mite infestations mainly using the alcohol wash or the sticky board methods. Alcohol wash was the most preferred technique in all provinces, except Quebec and British Columbia...These results demonstrate that beekeepers recognize the value of surveillance and monitoring of Varroa mites. The educational programs delivered to beekeepers in Canada have made a difference in the application of proper beekeeping management practices for Varroa mites.

Need I elaborate?
, example_title: Management emergency program - survey
text: ![](media/image2.jpeg){width="2.2597222222222224in"
height="11.003472222222221in"}

VHA Emergency Management Capability Assessment Final Report

**Results from** **Site Visit**

*Submitted to:*

Department of Veterans Affairs

Veterans Health Administration

Office of Public Health and Environmental Hazards, Emergency Management
Strategic Health Care Group

![vaseal](media/image3.png){width="1.0972222222222223in"
height="1.0972222222222223in"}

**9 February 2009**

**VHA Emergency Management Capability Assessment Final Report**

\* \* \* \* \*

**TABLE OF CONTENTS**

[1 Executive Summary 1](#executive-summary)

[2 Introduction 1](#introduction)

[3 Methodology 1](#methodology)

[3.1 Capability Element Description 1](#capability-element-description)

[3.2 Capability Assessment and Measurement
5](#capability-assessment-and-measurement)

[3.3 Data Collection Methodology 6](#data-collection-methodology)

[4 Overall Program Capabilities 7](#overall-program-capabilities)

[5 Discussion of Facility Profile 7](#_Toc213225782)

[5.1 Program Level Exemplary Practices
7](#program-level-exemplary-practices)

[5.2 Operational Level Exemplary Practices
8](#operational-level-exemplary-practices)

[6 Program Level Recommendations and Enhancements
8](#program-level-recommendations-and-enhancements)

[7 Operational Level Recommendations and Enhancements
8](#operational-level-recommendations-and-enhancements)

[8 The Joint Commission and NIMS Scorecards
8](#the-joint-commission-and-nims-scorecards)

[8.1 The Joint Commission Scorecard 8](#the-joint-commission-scorecard)

[8.2 The National Incident Management Scorecard
8](#the-national-incident-management-scorecard)

[Appendix A 9](#appendix-a)

[Acronym List 9](#acronym-list)

[Appendix B 11](#_Toc213225792)

[Capability Descriptor List 11](#capability-descriptor-list)

[Appendix C 15](#appendix-c)

[The Joint Commission Scorecard 15](#the-joint-commission-scorecard-1)

[Appendix D 16](#appendix-d)

[The National Incident Management Scorecard
16](#the-national-incident-management-scorecard-1)

Executive Summary
=================

A site assessment was conducted by the Comprehensive Emergency
Management Program (CEMP) Assessment Team from \<Date of Assessments\>.
The Assessment Team included \<List of Assessment Team\>. The team
appreciated the cooperation and enthusiasm of the staff and their
willingness to assist in a very successful visit.

\<Describe how the VAMC met standards/requirements and facility status\>

\<Describe areas for capability enhancement and any recommendations
given\>

Introduction
============

The, located in, is identified as a \<list identifiers and
affiliations\>.

\<Describe site location and purpose of visit\>.

Methodology
===========

Prior to the site visits, the Assessment Team worked closely with
experts in the field of emergency medicine and preparedness to define
the assessment elements for the study. These experts represented VHA,
other federal agencies including the Department of Homeland Security
(DHS), Health and Human Services (HHS), and Defense, academia, and
clinical medicine. Through consultation with these experts the
Assessment Team defined the 69 capabilities for assessment as well as
the measurement scheme. The following sections will provide a high level
summary of the overall assessment protocol.

Capability Element Description
------------------------------

To determine the elements for assessment during the site visits and
pre-[MASK], the VHA capabilities were categorized into six groups. These
included capabilities relevant to:

-   **Program Level** capabilities help to ensure the facility addresses
    issues relative to planning and preparedness as a crucial building
    block for facility capabilities. These program level capabilities
    were categorized into the following groups:

```{=html}
<!-- -->
```
-   **Systems-Based Approach to the Development, Implementation,
    Management, and Maintenance of the Emergency Management Program**

```{=html}
<!-- -->
```
-   **Administrative Activities ensure the Emergency Management Program
    > meets its Mission and Objectives**

-   **Development, Implementation, Management, and Maintenance of an
    > Emergency Management Committee process to Support the Emergency
    > Management Program**

-   **Development, Implementation, and Maintenance of a Hazard
    > Vulnerability Analysis process as the Foundation for Conducting
    > the Emergency Management Program**

-   **Incorporation of Comprehensive Mitigation Planning into the
    > Facility's Emergency Management Program**

-   **Incorporation of Comprehensive Preparedness Planning into the
    > Facility's Emergency Management Program**

-   **Incorporation of Continuity Planning into the Activities of the
    > Facility's Emergency Management Program to ensure Organizational
    > Continuity and Resiliency of Mission Critical Functions,
    > Processes, and Systems**

-   **Development, Implementation, Management, and Maintenance of an
    > Emergency Operations Plan**

-   **Incorporation of Comprehensive Instructional Activity into the
    > Preparedness Activities of the Facility's Emergency Management
    > Program**

-   **Incorporation of a Range of Exercise Types that Test the
    > Facility's Emergency Management Program**

-   **Demonstration of Systems-Based Evaluation of the Facility's
    > Overall Emergency Management Program and its Emergency Operations
    > Plan**

-   **Incorporation of Accepted Improvement Recommendations into the
    > Emergency Management Program and its Components such that the
    > process becomes one of a Learning Organization**

    -   **Incident Management** capabilities help to ensure the facility
        > can manage all incidents regardless of scope. These
        > capabilities were categorized into the following groups:

```{=html}
<!-- -->
```
-   Initial Incident Actions

-   Public Information Management Services during an Incident

-   Management and Acquisition of Resources for Incident Response and
    Recovery Operations

-   Processes and Procedures for Demobilization of Personnel and
    Equipment

-   Processes and Procedures for a Return to Readiness of Staff and
    Equipment

```{=html}
<!-- -->
```
-   **Occupant Safety** capabilities help to ensure the facility and its
    occupants are protected and out of harm's way. These capabilities
    were categorized into the following groups:

```{=html}
<!-- -->
```
-   Evacuation vs. Shelter-In-Place

-   Perimeter Management of Access/Egress to Facility during an Incident
    > (e.g. Lock Down)

-   Processes and Procedures for Managing a Hazardous Substance Incident

-   Infection Control

-   Fire Protection and Rescue Services for Response to Incidents

```{=html}
<!-- -->
```
-   **Resiliency and Continuity of Operations** **(COOP)** capabilities
    help to ensure the facility can continue to provide high quality
    healthcare, and that all facility based operations can continue
    during an emergency. These capabilities were categorized into the
    following groups:

```{=html}
<!-- -->
```
-   Personnel Resiliency

-   Mission Critical Systems Resiliency

-   Communications

-   Healthcare Service System Resiliency

-   Development, Implementation, Management, and Maintenance of a
    Research Program EOP

-   Maintaining Patient Mental Health and Welfare

```{=html}
<!-- -->
```
-   **Medical Surge** capabilities help to ensure the facility can meet
    the increased demand for health care services during an emergency.
    These capabilities were categorized into the following groups:

```{=html}
<!-- -->
```
-   Processes and Procedures for Expansion of Staff for Response and
    Recovery Operations

-   Management of External Volunteers and Donations during Emergencies

-   Management of Volunteers Deployment Support (e.g. DEMPS) during
    Response and Recovery Operations

> Expansion of Evaluation and Treatment Services

-   **Support to External Requirements** help to ensure the facility can
    > integrate with the community and other federal health partners
    > such as HHS, including Centers for Disease Control and
    > Prevention (CDC) and Assistant Secretary for Preparedness and
    > Response (ASPR), DHS, and Department of Defense (DOD). This
    > capability included the ability to conduct patient reception
    > activities under the VA/DOD Contingency Hospital System and
    > National Disaster Medical System (NDMS). These capabilities were
    > categorized into the following groups:

```{=html}
<!-- -->
, example_title: important example
text: I love to [MASK] memes.
Likes: 0 | All-time downloads: 602
Created: 2024-02-07 02:07:55