ahmedheakl/docatlas_instruct huggingface dataset:
Framework for Expanding EMS System Capacity During Medical Surge

- 5. Has the community identified the different types of transport required to support community plans for alternate care sites or alternate destinations? Examples are
- a. Transport of patients from within the community to alternate care sites
- b. Transport of patients from a hospital emergency room to an alternate care site
- c. Transport of acute patients from their home to an ambulatory care center
- 6. What are the minimum staff, skills, and equipment required to conduct each type of transport?
- 7. Is the community considering unconventional transport options in addition to EMS/ambulance transport (e.g., volunteer drivers, use of school buses or vans for transport to alternate care sites)?
- a. If yes, what role – if any – should EMS personnel play in identifying options/sources for non-EMS transport (i.e., vehicles and drivers)?
- b. What role – if any – should EMS personnel play in training or supporting these drivers before and during an event?
- c. Will these non-EMS transporters be integrated with 9-1-1 PSAPs (and included in modified/tiered dispatch protocols) or will their transport assignments be coordinated through Emergency Management/Emergency Operations Center?
- d. Is the community considering converting vans or buses for transport of acute patients?
- 8. (For EMS representatives) What are your biggest concerns in terms of planning for and implementing coordinated transport to alternate destinations during mass medical surge?

Once the community has identified the role EMS systems and other partners will play in coordinated transport to alternate destinations, the remaining implementation steps will assist in developing a more complete plan.

#### 3. Establish Plans for Communicating Between Dispatch, EMS Personnel and Non-EMS Transporters, and Destinations on Capacity

EMS systems will need assurance before transport that an alternate destination has the capacity to accept patients. Some communities (e.g., Arkansas) have used a "Trauma Dashboard" that is dedicated to tracking hospitals that report their ability to accept specific trauma patients. A dedicated person within the dispatch system could track self-reporting nontraditional facilities and report to the dispatchers as needed.

#### 4. Establish Communication Plans for Patient Handoff

During a medical surge event, patient handoff must be quick and efficient—receiving staff will
Isa (1) Sulat kahilingan na naka pangalan kay Loreto Jr. V. Cabaya sa DSWD- Field Office XII, Carpenter Hills, Koronadal City, South Cotabato, 9506. 1.2. Attach one (1) FOI Request Form Kalakip ang isang (1) FOI Request Form 1.2.1. Must state your complete name, contact information and purpose of your request Tiyaking ilagay ang inyong buong pangalan, impormasyon sa pakikipag ugnayan at ang layunin ng inyong kahilingan 1.2.2. Attach one (1) photocopy of government issued I.D or school I.D (for registered students) with photo Maglakip ng isang (1) isang kopya ng balidong I.D na inisyu ng pamahalaan o iskul I.D ( para sa mga rehistradong estudyante) na may kasamang litrato 1.2.3. One (1) Receiving copy (for client reference) Isang (1) Kopya ng pagtanggap ( para sa katunayan ng kliyente)	humihiling na partido ay maaring sa https://www.dswd.gov.ph/issuances/M Cs/MC_2017-009.pdf para sa FOI Request Form o Secure FOI Request Form in the DSWD- AS-RAMD Humihingi ng FOI Request Form sa DSWD-AD-RAMS
2. Online Requests or through eFOI portal Paghiling sa pamamagitan ng eFOI portal 2.1. Visit the eFOI website Bisitahin ang eFOI website 2.1.1. Choose Make a Request icon Piliin ang Make a Request icon 2.1.2. Select Department of Social Welfare and Development Piliin ang Department of Social Welfare and Development 2.1.3. Click on Write My Request Pindutin ang Write My Request	Requesting party may visit the FOI website to place their request: https://www.foi.gov.ph/ Ang humihiling na partido ay maaring bumisita sa FOI website para mag padala ng kanilang kahilingan: https://www.foi.gov.ph/

33
Contact information of DSWD FO XII Program In- Charge Impormasyon sa pakikipag- ugnayan ng DSWD FO XII Program In-Charge	Merilyn A. Guerra Nutritionist-Dietitian III 0998-9788-202 sfp.fo12@dswd.gov.ph Marifel D. Salmeron Nutritionist-Dietitian II 0918-9597627 mdsalmeron.fo12@dswd.gov.ph

- 9. PLHIV Referral for Care and Support Services

###### Referral ng PLHIV para sa Mga Serbisyo sa Pangangalaga at Suporta

In compliance with Section 35 of the Implementing Rule and Regulations of the then Philippine AIDS Prevention and Control Act of 1998 or RA 8504, the DSWD has developed a referral system to assist Persons Living with HIV and AIDS in accessing available care and support services. The new Philippine HIV and AIDS Policy Act or RA 11166 also cites the use of the Department's Referral Mechanism for various stakeholders to protect and promote the rights of PLHIVs and affected families.

Bilang pagsunod sa Seksyon 35 ng Implementing Rule and Regulations ng noo'y Philippine AIDS Prevention and Control Act of 1998 o RA 8504, ang DSWD ay bumuo ng isang referral system upang tulungan ang mga taong nabubuhay na may HIV at AIDS sa pag-access ng mga magagamit na serbisyo sa pangangalaga at suporta. Binanggit din ng bagong Philippine HIV and AIDS Policy Act o RA 11166 ang paggamit ng Referral Mechanism ng Departamento para sa iba't ibang stakeholder upang protektahan at itaguyod ang mga karapatan ng mga PLHIV at mga apektadong pamilya.

This mechanism aims to ensure access of PLHIV to quality and timely delivery of services and is also intended to facilitate coordination between and among service providers.

Ang mekanismong ito ay naglalayong tiyakin ang pag-access ng PLHIV sa kalidad at napapanahong paghahatid ng mga serbisyo at nilayon din na mapadali ang koordinasyon sa pagitan at sa mga tagapagbigay ng serbisyo.

Office or Division:	DSWD Field Office XII - Protective Services Division (PSD) - PLHIV Referral for Care and Support Services
ISBN: 9781984847973	Bad Dog By Mike Boldt A young girl is excited to receive a pet dog for her birthday that she names Rocky. She is quickly disappointed that Rocky does not behave as she expects dogs to. Ultimately, she comes to the conclusion that Rocky would make a really good cat.	Suitable for all grades Provides opportunities to explore and discuss: Similarities and differences • Appreciating unique skills • and talents Perception of others based • on preconceptions Concepts of authenticity • and conforming to expectations

########## Inclusion and Belonging

It’s Okay to Be Different by Todd Parr We Are All Wonders by R.J. Palacio Same, Same But Different by Jenny Sue Kostecki-Shaw We Are All Dots: A Big Plan for a Better World by Giancarlo Macri and Carolina Zanotti

All Are Welcome by Alexandra Penfold

ISBN:978-0-525-57964-9	All Are Welcome By Alexandra Penfold and Suzanne Kaufman An inviting narrative about a community where all are welcome. The story has simple text, in rhyming verse, that addresses several aspects of diversity from clothing, to cultural origin and identity, to foods that are enjoyed, to special talents, to family composition. The illustrations are colourful and playful and provide opportunities for students to see a diverse representation of members of a school community.	Suitable for all grades Provides opportunities to discuss: Similarities and differences • Diversity • Individual identity and the • various factors that contribute to each person’s uniqueness Concepts of belonging and • inclusion How one contributes to a • community Unique talents •

Share the picture book. Invite students to recognize different representations of people in the images. There is significantly more material to work with in the images than the actual text. What do you notice about the people in the pictures? How many different kinds of people do you notice? Which people are like you? Which people are different from you? What do you see that reveals things about the identities of the characters shown?
службу после продолжительного перерыва в ее прохождении (один год и более); муниципальный служащий, назначенный на иную должность муниципальной службы; муниципальный служащий, изменение и/или выполнение новых должностных обязанностей которого требует назначения наставника (далее – муниципальный(е) служащий(е); - наставник – муниципальный служащий органа местного самоуправления или иное лицо, назначаемое ответственным за профессиональную и должностную адаптацию муниципального служащего (далее – наставник);

подготовка муниципальных служащих к самостоятельному выполнению должностных обязанностей; минимизация периода адаптации муниципальных служащих к замещаемой должности; помощь в профессиональном становлении муниципальных служащих, приобретении ими профессиональных знаний и навыков выполнения должностных обязанностей.

оказание помощи в профессиональной и должностной адаптации муниципальных служащих к условиям осуществления служебной деятельности, а также в преодолении профессиональных трудностей, возникающих при выполнении должностных обязанностей; обеспечение формирования и развития профессиональных знаний и навыков муниципальных служащих; ускорение процесса профессионального становления муниципальных служащих, развитие их способности самостоятельно, качественно и ответственно выполнять возложенные функциональные обязанности в соответствии с замещаемой должностью; содействие в выработке навыков служебного поведения муниципальных служащих, соответствующего профессионально-этическим принципам и правилам служебного поведения, а также требованиям, установленным законодательством Российской Федерации; ознакомление муниципальных служащих с эффективными формами и методами индивидуальной работы и работы в коллективе, направленной на развитие способности самостоятельно и качественно выполнять возложенные на них должностные обязанности, повышение своего профессионального уровня.
Framework for Expanding EMS System Capacity During Medical Surge

##### Table 6.1 – Methodology and Protocol Examples for Rapid Implementation of Patient Interventions during a Disaster

Author or Organization	Title and description	Available at
Maryland Vaccination and Testing Program for EMT-Paramedic Providers	Optional Supplemental Protocol Provides sample protocols for providing vaccines for Influenza and Hepatitis B as well as screening for PPD (Intradermal)	http://www.nasemso.org/Re sources/documents/Marylan dH1N1VaccinationProtocols. pdf
Michigan Department of Community Health	EMS Immunization Procedure Protocols and trainings to allow paramedics to provide vaccinations for seasonal flu and during public health emergencies	http://www.nasemso.org/R esources/documents/Immu nizationEmergencyProtocol. October62009.pdf
Maryland Institute for EMS Systems	Strategies and Considerations for the Deployment of EMS Personal Protective Equipment in Response to an Ebola Outbreak A NASEMSO position paper by Jonathan Bratt, MS, CEM, CCEMT-P; Amy Robinson, MA, MPA, EMT; and Richard Alcorta, MD, FACEP, Maryland Institute for Emergency Medical Service Systems	https://www.nasemso.org/P rojects/DomesticPreparedne ss/documents/Strategies- and-Considerations-for- Deployment-of-EMS-PPE-in- Response-to-Ebola- Outbreak-18Nov2.pdf
classes due to lack of interest and 13.4 percent who skipped classes needed to attend to to other family responsibility. With regard to this subgroup's perception towards the value of formal education, 69.7 percent agreed that educational attainment should be a deciding factor when electing officials. Moreover, 91.5 percent believes that formal education is important in getting a job.

########## Out-of-School Youth (OSY) Definition : Youth who are (1) 15 to 24 years old, (2) not studying, (3) have not finished college or a 4 Tech-Voc course, and (4) are not working

The plight of the out of school youth is a persistent concern of the government. Although this study does not provide data that is representative of the whole OSY population, a glimpse on the situation of the respondents belonging to the OSY group will still be helpful in designing policies if used along with data from government-sanctioned surveys such as the Functional Literacy, Education and Mass Media Survey (FLEMMS) of the PSA. Among the OSY respondents, 42.5 percent are male, while 56.7 percent are female. Looking into their living conditions, 63.8 percent live with both parents, 11.2 percent live with spouse or partner, 10.4 percent live with only their mothers, and 3.4 percent with only their fathers. Twenty-three percent of OSY respondents who live with both their mother and father have both parents working and 51.2 percent have at least one parent who is working.A big majority (76.6 percent) of the OSY have household incomes less than Php 10,000- higher than the 69.5 percent of ISY households under the same income group. Based on the FGDs, the primary reason of the OSYsfor leaving school is the lack of financial means. They said that the incomes of their parents are only enough for the basic needs of the family. Examining the employment status of the OSY parents, results showed that 41.5 percent of the youth who are living with only their mothers have unemployed mothers; while 17.7 percent of those living with only their fathers have unemployed fathers. In terms of educational attainment, 17.5 percent of the OSY have reached college, 43.3 percent have completed high school, 22.4 percent have spent some years in high school, 5.9 percent have graduated from elementary, 7.3 percent spent some years in elementary, and 3.5 percent have no formal schooling. During the time of the interview, only 34.7 percent of the OSY are looking for a job. Of those who are not looking for a job, 18.8 percent said that they find it difficult to look for one, 17.5 percent have no interest in working at that time, 22 percent are resting because of health or recreational activities, and 10 percent have special needs. It is important that OSYs be given opportunities wherein they can engage in other productive activities besides formal education. However, only 9 percent of the OSY have attended livelihood training and the figure is the same even if broken down by urbanity. In terms of affiliation with organizations, 80 percent are unaffiliated with any group. Most of those who are part of an
- ομοφώνως γνωμοδότησε ότι η «σύμπραξη», που ασφαλώς αποτελεί ηπιότερη μορφή διαχειρίσεως εν συγκρίσει με την «πώληση», περιορίζει την αυτοτέλεια και αναιρεί εν μέρει τον μη κερδοσκοπικό χαρακτήρα του Κ.Ι.Ε.Ν., εισηγήθηκε ως Υπουργός Υγείας τη δυνατότητα πωλήσεως του Ιδρύματος. Ευλόγως τίθενται ερωτήματα: Αν η «σύμπραξη» ως μορφή διαχειρίσεως των περιουσιακών του στοιχείων περιορίζει την αυτοτέλεια και αναιρεί εν μέρει τον μη κερδοσκοπικό χαρακτήρα του Κ.Ι.Ε.Ν. (κατά το Ν.Σ.Κ. λόγω της φύσεώς του ως κοινωφελούς ιδρύματος με τις συγκεκριμένες προστατευτικές εκ του Συντάγματος, του Α.Κ. και των νόμων διατάξεις), η δυνατότητα «πωλήσεως» ως μορφή διαχειρίσεως των περιουσιακών του στοιχείων με ποιο λογικό και νομικό σκεπτικό επελέγη ως δήθεν λύση; Η «πώληση» ως μορφή διαχειρίσεως των περιουσιακών στοιχείων του Κ.Ι.Ε.Ν. δεν μεταβάλλει ανεπιτρέπτως τους όρους της δωρεάς του Ε.Ε.Σ.; Ποια διχογνωμία και ποια πιθανή εστία αντιπαραθέσεως αναφορικά με τα περιουσιακά στοιχεία του Κ.Ι.Ε.Ν. εξάλειψε η τροπολογία του Α. Λοβέρδου, δεδομένου ότι η, από τον ίδιο γενομένη δεκτή, Γνωμοδότηση του Ν.Σ.Κ. ήρε κάθε αμφισβήτηση σχετικώς με τη φύση του Κ.Ι.Ε.Ν. και σχετικώς με τον επιτρεπτό τρόπο διαχειρίσεως των περιουσιακών του στοιχείων; Τα ερωτήματα αυτά ετέθησαν στον Α. Λοβέρδο κατά την εξέτασή του ενώπιον της Επιτροπής, αλλά οι απαντήσεις του μόνον πειστικές δεν υπήρξαν (ίδ. ΠΡΑΚΤΙΚΟ της 18-7-2017). Η Εξεταστική Επιτροπή συμπεραίνει ότι ο Α. Λοβέρδος συνειδητώς επέλεξε να εισηγηθεί ως Υπουργός Υγείας τη δυνατότητα πώλησης του Κοινωφελούς Ιδρύματος «Ερρίκος Ντυνάν», μολονότι την ίδια περίοδο υπήρχε επεξεργασμένη ρεαλιστική πρόταση – σχέδιο της Ομάδας Μελέτης του Λ. Λιαρόπουλου, την οποία απέρριψε κινούμενος - όπως ο ίδιος παραδέχθηκε ενώπιον της Εξεταστικής Επιτροπής - από προσωπικά κίνητρα αντιπαλότητας με τον Λ. Λιαρόπουλο (ίδ. ΠΡΑΚΤΙΚΑ της 13-7-2017 και της 18-7-2017).
- Περαιτέρω:
- Κατά την ενώπιον της Εξεταστικής Επιτροπής (δεύτερη) εξέταση του Α. Λοβέρδου την 18-7-2017 ερωτήθηκε σχετικώς με τον χρόνο συντάξεως της εν λόγω τροπολογίας. Ερωτήθηκε, δηλαδή, αν η τροπολογία συνετάγη τον μήνα Ιούλιο του 2011 ή τον μήνα Μάρτιο του 2012, οπότε και ψηφίσθηκε. Η συγκεκριμένη ερώτηση ετέθη, διότι απεκαλύφθη ότι οι ιδιωτικές κλινικές «ΜΗΤΕΡΑ» και «ΛΗΤΩ», ανήκουσες στον Όμιλο Βγενόπουλου, επέδωσαν την 13-7-2011 «Εξώδικη δήλωση – διαμαρτυρία – πρόσκληση – επιφύλαξη» στον Α. Λοβέρδο ως Υπουργό Υγείας, στην οποία ανέφεραν ότι ο Υπουργός την 12-7-2011 είχε συντάξει τροπολογία, προκειμένου να μπορεί το Κ.Ι.Ε.Ν. να πωλεί, μισθώνει, προβαίνει σε χρηματοδοτική μίσθωση κ.λ.π. (Επρόκειτο για την ίδια τροπολογία που ψηφίσθηκε τον Μάρτιο του

47
# Harmonogram prijímacieho konania

Harmonogram zberu informácií k prijímaniu uchádzačov so základným vzdelaním na denné štúdium stredných škôl pre školský rok 2022/2023. V súlade so Zákonom 245/2008 Z.z. o výchove a vzdelávaní (školský zákon) a o zmene a doplnení niektorých zákonov z 22. mája 2008.

Úloha

Gestor

Termín

ZŠ

ZŠ naplní cez program PROFORIENT dáta žiakov – vstupné doklady – a export z programu zašle do príslušného ŠVS.

do 8.7.2022

RÚŠS

Rozhodne o počte tried prvého ročníka v stredných školách pre žiakov so špeciálnymi výchovno-vzdelávacími potrebami a v študijných odboroch, v ktorých sa výchova a vzdelávanie uskutočňuje v cudzom jazyku na základe medzinárodnej dohody.

do 30.9.2022

ŠVS

Zabezpečia výmenu databáz žiakov. Štatistiky záujmu o štúdium na SŠ sú aktualizované on-line a zverejňované na web stránke ŠVS rovnako ako i číselníky do Proforientu.

14.10.2022

MŠVVaŠ

Zverejní termíny konania prijímacích skúšok na svojom webovom sídle

do 15.10.2022

ŠVS

Po centrálnom spracovaní databáz zašle exporty súborov do príslušných CPPPaP.

do 17.10.2022

ZŠ

Importuje do Proforientu anonymnú databázu pre simuláciu poradia – z internetu

od 18.10.2022

ZŠ

Zber podkladov pre Testovanie 5 a Testovanie 9 2023

14.11. - 30.11.2022

SŠ

Zverejní kritériá na všetky odbory pre nasledujúci školský rok. Súčasne zašle SŠ tieto kritériá v elektronickej podobe vo formáte PDF do príslušného ŠVS, kde sa tieto kritériá zverejnia aj na web stránkach ŠVS za celé Slovensko.

do 30.11.2022

SK

Samosprávny kraj zverejní určený počet žiakov prvého ročníka stredných škôl na svojom webom sídle.

do 30.11.2022

MŠVVaŠ

Zverejní rozpis počtu žiakov pre jednotlivé gymnáziá s osemročným vzdelávacím programom pre nasledujúci školský rok na svojom webovom sídle.

do 30.11.2022
Framework for Expanding EMS System Capacity During Medical Surge

## Appendix A – References

- 1. U.S. Department of Transportation National Highway Traffic Safety Administration. Frequently Asked Questions: What is EMS. 2013. [cited 2015 Jan 11]. Available from URL: www.ems.gov/faq.htm.
- 2. Institute of Medicine. Crisis Standards of Care: A Systems Framework for Catastrophic Disaster Response. Washington DC: The National Academies Press; 2012. [Cited 2015 Jan 11]. Available from URL: www.nationalacademies.org/hmd/Reports/2012/Crisis- Standards-of-Care-A-Systems-Framework-for-Catastrophic-Disaster-Response.aspx.
- 3. Alpert A, Morganti KG, Margolis GS, Wasserman J, Kellermann AL. 2013. Giving EMS Flexibility in Transporting Low-Acuity Patients Could Generate Substantial Medicare Savings. Health Affairs 2013; 32(12): 2142-2148.
- 4. Federal Interagency Committee on Emergency Medical Services. 2011 National EMS Assessment [online]. 2012. [cited 2015 Jan 11]. Available from URL: www.ems.gov/pdf/2011/National\_EMS\_Assessment\_Final\_Draft\_12202011.pdf.
- 5. Federal Interagency Committee on Emergency Medical Services. State EMS Pandemic Influenza Preparedness [online]. 2009. [cited 2015 Jan 11]. Available from URL:

www.ems.gov/pdf/State\_EMS\_System\_Pandemic\_Influenza\_Preparedness.pdf.

- 6. Centers for Disease Control and Prevention. EMS Stakeholder Meeting For Medical Surge – Meeting Summary [unpublished]. 2014. Available by request from: Sherline Lee at sil4@cdc.gov.
- 7. U.S. Department of Transportation National Highway Traffic Safety Administration. Configurations Of EMS Systems: A Pilot Study [online]. 2008. [cited 2015 Jan 11]. Available from URL: http://www.ems.gov/pdf/810911.pdf.
- 8. Courtney B, Toner E, Waldhon R, Franco C, Rambhia K, Norwood A, et al. Healthcare coalitions: the new foundation for national healthcare preparedness and response for catastrophic health emergencies. Biosecurity and Bioterrorism 2009; 7(2): 153-163.
- 9. Alonso-Serra H, Blanton D, O'Connor RE. Physician medical direction in EMS. Prehospital Emergency Care 1998; 2(2):153-157.
- 10. U.S. Department of Transportation National Highway Traffic Safety Administration. National EMS Scope of Practice Model [online]. 2007. [cited 2015 Jan 11]. Available from URL: www.ems.gov/education/EMSScope.pdf.
Приложение 2 к Дополнительной общеразвивающей общеобразовательной программе «Школа будущего первоклассника»

### Муниципальное бюджетное общеобразовательное учреждение начальная общеобразовательная школа села Ленино Липецкого муниципального района Липецкой области (МБОУ НОШ с. Ленино)

Рассмотрено на педагогическом совете Протокол № 1 от «28» августа 2020 г.	Утверждаю: Директор __________ О.В. Волокитина Приказ № 59 от «31» августа 2020 г.

Рабочая программа по курсу «Математические ступеньки» 2020-2021 учебный год

#### 2020
- 58 -

Нове аутономне покрајине могу се оснивати, а већ основане укидати или спајати по поступку предвиђеном за промену Устава. Предлог за оснивање нових или укидање, односно спајање постојећих аутономних покрајина утврђују грађани на референдуму, у складу са законом. Територијa аутономних покрајина и услови под којима се може променити граница између аутономних покрајина одређује се законом. Територија аутономних покрајина не може се мењати без сагласности њених грађана изражене на референдуму, у складу са законом.

####### Надлежност аутономних покрајина Члан 183.

Аутономне покрајине, у складу са Уставом и својим статутом, уређују надлежност, избор, организацију и рад органа и служби које оснивају. Аутономне покрајине, у складу са законом, уређују питања од покрајинског значаја у области:

- 1. просторног планирања и развоја,
- 2. пољопривреде, водопривреде, шумарства, лова, риболова, туризма, угоститељства, бања и лечилишта, заштите животне средине, индустрије и занатства, друмског, речног и железничког саобраћаја и уређивања путева, приређивања сајмова и других привредних манифестација,
- 3. просвете, спорта, културе, здравствене и социјалне заштите и јавног информисања на покрајинском нивоу.

Аутономне покрајине се старају о остваривању људских и мањинских права, у складу са законом. Аутономне покрајине утврђују симболе покрајине и начин њиховог коришћења. Аутономне покрајине управљају покрајинском имовином на начин предвиђен законом. Аутономне покрајине, у складу са Уставом и законом, имају изворне приходе, обезбеђују средства јединицама локалне самоуправе за обављање поверених послова, доносе свој буџет и завршни рачун.

####### Финансијска аутономија аутономних покрајина Члан 184.

Аутономна покрајина има изворне приходе којима финансира своје надлежности. Врсте и висина изворних прихода аутономних покрајина одређују се законом.