zilongwang/ReadingBank huggingface dataset:
6. Govt Job - Rs 50,000 to Maximum Rs 2 lakhs only very few doctors make Rs 3 lakhs to Rs 5 lakhs per month This is survey finding done by pharma companies. Medico-Legal Tip of the day-14th Nov 2015 Query- I would like to know your opinion about the right practice if a patient got discharged at request or against medical advice. we need to give Discharge summary or a simple reference letter will suffice? 2. If we give summary do we need to give discharge medication? Please clarify. Thank you very much. Dr.Sudhakar MV (Orthopedic Surgeon) Answer- Your liabilities are different in each case and are summarized as follows 1. Patient absconding (Patient went away without informing) – Just note down in case file that patient has absconded and inform police in writing. 2. Patient want discharge against medical advice- patient has right to take discharge summary. Record in case sheet that patient / relatives want discharge against medical advice and take their signature. 3. Discharge on request as they want to take to other hospital- give discharge summary, arrange for ambulance and doctor if patient is critically ill. 4. Discharge on request- give discharge summary and discharge medication. Medico-Legal Tip of the day-14th Nov 2015 what we should do if a patient has been sent for a procedure and asked to get readmitted once the procedure is over and patient does not get readmitted. His part payment in the hospital is pending and after some weeks he dies. Kindly guide on this. Thanks Dr Kiran vasavada
Independence Assessment Tool Score Number of prescribed medications 1 2+ meds 2 4+meds 3 6+meds 4 8+meds Mental state 1 and orientated 3 Orientated but sometimes forgetful 6 Confused/ muddled/ disorientated/ very forgetful 10 Very confused/ forgetful/ diagnosed dementia Vision 1 Can see to read with no aids 2 Needs glasses/aids to read print 4 Difficult to read with glasses/aids 6 Registered Social circumstances 1 Living with others who can support medication needs 2 Living with others who usually/sometimes support medication administration 3 Living alone with some help from paid carers or family/friends 4 Living alone with no help Dexterity 1 Can manage to open boxes etc. independently 2 Weakness of hand/poor but can manage to open packets 3 Disabled. Requires some help to open bottles/ packages 4 Severely disabled unable to manage packaging Attitude and knowledge about medicines 1 Interested about prescribed medicines, knows about them and believes they are important 2 Fairly interested about prescribed medicines and knows enough about them to administer them safely/ believes they are important 6 Not very interested about prescribed medicines. Does not believe they are important/ unable to recall medicines regime 10 Disinterested and or unwilling to take prescribed medication. Evidence of of medication. Access to healthcare 1 Can attend GP and pharmacy without assistance 2 Can attend GP and pharmacy with assistance 10 GP would usually attend a home visit with the patient Total Likelihood of ability and independence 6-13 High 14-16 Medium 17-22 Low 23+ Very low ONLY refer to MSS if interventions trialled and not worked. If not under EA intervention can be chargeable.
Patient’s Name: _______________________ Date: __________________________ Please list all your medications, including all prescriptions, over the counter medications, herbals, vitamins, minerals, and dietary supplements, and the dosage, frequency and administration method for each medication. Medication Dosage Frequency Method of Administration As Needed Once daily Twice daily Three times daily Other: Oral Sublingual Topical Subcutaneous injection Other: As Needed Once daily Twice daily Three times daily Other: Oral Sublingual Topical Subcutaneous injection Other: As Needed Once daily Twice daily Three times daily Other: Oral Sublingual Topical Subcutaneous injection Other: As Needed Once Twice daily times daily Oral Sublingual Topical Subcutaneous injection Other: As Needed Once Twice daily Three times daily Other: Oral Sublingual Topical Subcutaneous injection Other: As Needed Once daily Twice daily Three times daily Other: Oral Sublingual Topical Subcutaneous injection Other:
As Needed Once daily Twice daily Three times daily Other: Oral Sublingual Topical Subcutaneous injection As Needed Once daily Twice daily Three times daily Other: Oral Sublingual Topical Subcutaneous injection Other: As Needed Once daily Twice daily Three times daily Other: Oral Sublingual Topical Subcutaneous injection Other: As Needed Once daily Twice daily Three times daily Other: Oral Sublingual Topical Subcutaneous injection As Needed Once daily daily Three times daily Other: Oral Sublingual Topical Subcutaneous injection Other: As Needed Once daily Twice daily Three times daily Other: Oral Injection Other: By my signature below, I certify that the information I have provided above and/or on a separate document is complete, accurate and truthful to the best of my knowledge. Patient/Legal Guardian Signature: _________________________ Date _____________ Patient/Legal Guardian Name: _____________________________________________ Reviewed by:_______________________________ Date: _______________________
Transition of Care – The movement of a patient from one setting of care (hospital, ambulatory primary care practice, ambulatory specialty care practice, long-term care, home health, rehabilitation facility) to another. This toolkit is divided into three sections: Section One: Medication Reconciliation Assessment of Current State There are no correct or incorrect answers to this self-assessment. It is intended for use within any office or clinic setting as an evaluation of your current process and technical capabilities. You do not have to share your answers with anyone although it may be beneficial to discuss them with your REC representative. Section Two: Medication Reconciliation Model Logic Upon completion of the assessment form, review the Medication Reconciliation Model Logic. Use your answers to the self-assessment to identify the model which best represents a feasible meaningful use endpoint for you. Section Three: Medication Reconciliation Meaningful Use Models Find the model identified in the previous step in section three. Study the model, in conjunction with your REC, to determine how your current processes can be enhanced to achieve Medication Reconciliation Meaningful Use.
Child’s Name: ……………………………………………………………… Date of Birth: …………………………………………… Educator: …………………………………………………………………………………………... To be completed by the parent/guardian To be completed by the Educator when administered Name of the medication Last administered To be administered (or circumstances to be administered) Dosage to be administered Method of administration Signature of parent/guardian Name of the medication Medication administered Dosage administered Method of administration Name of Educator administering Signature of Educator administering Time Date Time Date Time Date
Medieval Role Lottery KING / QUEEN MONK / NUN MONK / NUN NOBILITY NOBILITY NOBILITY KNIGHT KNIGHT KNIGHT KNIGHT KNIGHT KNIGHT MERCHANT or TRADESPERSON MERCHANT or TRADESPERSON MERCHANT or TRADESPERSON MERCHANT or TRADESPERSON MERCHANT or TRADESPERSON MERCHANT or TRADESPERSON PEASANT / FARMER PEASANT / FARMER PEASANT / FARMER PEASANT / FARMER PEASANT / FARMER PEASANT / FARMER PEASANT / FARMER PEASANT / FARMER PEASANT / FARMER
Tennyson, Idylls of the King, Merlin and Vivien. T, 2/16 Spenser, Faerie Queene, Book 1, Cantos 1-4 Th, 2/18 Spenser, Faerie Queene, Book 1, Cantos 5-8 T, 2/23 Spenser, Faerie Queene, Book 1, Cantos 9-12 Test 2 Th, 2/25 Morris, News from Nowhere. Chapters 22-32 Swinburne, excerpts from the Microscope” (CW), Ruskin “The Lamp of Light” (CW) III. The Dark side of Fairyland T, 3/1 Sir Orfeo. Ovid, “Orpheus and Eurydice” (CW), Marie de France, “Bisclavret” (CW) Th, 3/2 Bram Stoker, Dracula (1-64) T, 3/8 Bram Stoker, Dracula (63-307) Th, 3/10 Bram Stoker, Dracula (307-end) Conclusions Paper Due Final Exam:
look at importance of crusades - perhaps focus on King Richard ( 3rd crusade ) identifiy some of the positive changes and inventions the crusaders bought back to England eg bathing! notetaking on crusades ppt and consequent discussion of importance of crusade. discussion on importance of crusades continuity and change in one of the following - and military and defense, cities and recognise how medieval manuscripts contributed to the survival of greek/roman texts examine the religious nature of illuminated manuscripts. look at some examples of medieval manuscripts and how and why they were created students can try to recreate illuminated manuscripts as bookmarks using inspirations saying and elaborate decoration ( play them some gregorian chants while they create :) ) use of quotes and search - quotes illuminated bookmark develop texts =descriptions and explanations from achknowledged sources white card, fine textas. Gold/silver pens laminator copy of gregorian chants investigate different of crime and punishment and how it has stayed the same or changes over time. look at methods of torture and punishment and the justice 'system' compare with today examine ppt of different torture methods reading reading comprehension how to read text for information how to compare in a discussion access to ppt on torture
Step 1: Planning: What do you need to research or find out first in order to create the best battle knight. Ask yourself questions, or write down what you need to do in order to complete the task. 1. Question or Task: Research or Task completion details: 2. 3. 4. 5. 6. 7. 8. Medieval Warfare Assignment Teacher: Miss Cusworth Student:________________________________________________ CATEGORY 4 3 2 1 Comment Medieval Research researched the subject thoroughly and responded to all questions. Group researched the subject and demonstrated some to most questions. Group researched the subject poorly and did not adequately respond to the questions. Either no research was done or it was not clear that the group used it in the newscast. Accuracy of Facts All supportive facts are reported accurately, including excellent diagram annotations and a well written bibliography. Almost all facts are reported accurately, including a diagram that has been annotated well and a satisfactory bibliography. One or more facts are reported accurately. The diagram has very few annotations and the bibliography has very few sources. No facts are reported accurately OR no facts were reported.
Craftsmanship and Presentation The model shows that the creator was took great pride in his/her work. The design and construction look carefully planned. The item is neat (free of unwanted bumps, drips, marks, and tears). The model shows that the creator took pride in his/her work. The design and construction look planned. The item has a few flaws (unwanted bumps, drips, marks, tears), but these do not detract from the overall look. The design and construction were planned. The item has several flaws that detract from the overall look. The model looks thrown together at the last minute. It appears that little design or planning was done. craftsmanship is poor. Time, Effort and focus to the task Class time was used wisely. Much time and effort went into the planning and design of the model. It is clear the student worked at home as well as at school. Class time was used wisely. Student could have put in more time and effort at home. Class time was not always used wisely, but student did do some additional work at home. Class time was not used wisely and the student put in no additional effort. Knight’s Warfare Capabilities and strength Very Strong Knight, armour and weapons. Extremely creative, very strong, tactical and well planned battle plan. Strong knight, armour and weapons but may show one weakness. Very creative, with some strength, a few tactics and satisfactory planned battle. Average knight, armour and weapons but has a few weaknesses. A battle plan that shows a few tactics, but with little thought or planning. Weak knight, armour and weapons that shows a lot of weaknesses. Very scarce or no battle plan with no tactics. Comment: Total:
Shared Lives Guidance Medication Introduction The Hampshire Shared Lives Scheme enables each person to take responsibility for their own medication wherever possible. However if this is not possible we will ensure that Shared Lives Carers understand the principles behind the safe handling of medication, as well as the Scheme’s procedures for the control, administration, recording, safe keeping, handling and disposal of medicines. Training will be provided. How will this happen? Shared Lives Carers will receive training in the administration, safe-handling and recording of medication, as well as storage of medication and safe disposal. In advance of any Shared Lives arrangement being made with a Shared Lives Carer, full information will be made available regarding medication taken by the person they are to support. If the Shared Lives Carer is to undertake or assist with any medical procedure the person requires, specific training will be given by a competent medical professional and the Shared Lives Carer’s competence to undertake the required role will be verified and documented by that professional. Full information regarding an individual’s medication and any medical procedures they require will be recorded in their All About Me. If a person has been self-medicating prior to entering into a Shared Lives arrangement, it is good practice to re-assess the person’s ability to continue to Agreement will need to be reached on the Service User’s and Carers’ areas of responsibility including: Safe storage and handling of medication Disposal of medication Reporting side effects of medication Attendance at medication reviews Reporting any failure or refusal to take medication Incidents of overdose Use of over the counter and homeopathic remedies (effects on prescribed medication) Use, recording and storage of any controlled drugs
Neither can we call this a begging of Misery or a borrowing of Misery, as though we were not miserable enough of ourselves, but must fetch in more from the next house, in taking upon us the Misery of our Neighbors. Truly it were an excusable covetousness if wee did; for affliction is a treasure, and scarce any man hath enough of it. No man hath affliction enough that is not matured, and ripened by it, and made fit for God by that affliction. If a man carry treasure in bullion, or in a wedge of gold, and have none coined into current Monies, his treasure will not defray him as he travels. Tribulation is Treasure in the nature of it, but it is not currant money in the use of it, except wee get nearer and nearer our home, Heaven, by it. Another man may be sick too, and sick to death, and this affliction may lie in his bowels, as gold in a Mine, and be of no use to him; but this bell, that tells me of his affliction, digs out, and applies that gold to me: if by this consideration of another’s danger, I take mine own into contemplation, and so secure my self, by making my recourse to my God, who is our only security.
18. The provisions of articles 23 and 30(1) of the Criminal Code shall mutatis mutandis, disqualification from holding or obtaining a licence, permit or authority shall in no case be for less than one year. Fees 19. (1) The competent authority shall charge fees in respect of applications including for the variation, transfer, renewal, surrender or derogation thereof. (2) An application fee for any new permit, variation, transfer, renewal, surrender or derogation thereof shall be paid to the competent authority on submission of application. (3) The competent authority shall not process any application if any fees due to the Authority have not been paid. This shall also apply to any fees relative to a previous permit in respect of an installation or any technically connected installation. (4) No refund shall be granted once an application for a permit (or variation, transfer, renewal, surrender or derogation thereof) has been submitted to the Authority. (5) In the case where an application for a permit (or variation, transfer, renewal, surrender or derogation thereof) is refused by the competent authority, the fees paid shall not be refunded. Schedule I INFORMATION TO BE PROVIDED BY THE OPERATOR TO THE COMPETENT AUTHORITY 1. Rated thermal input (MW) of the medium combustion plant; 2. Type of the medium combustion (diesel engine, gas turbine, dual fuel engine, other engine or other medium combustion plant); 3. The yearly fuel burn by fuel type; 4. The yearly gas flow rate; 5. Type and of fuels used according to the fuel categories laid down in Schedule II; 6. Date of the of the operation of the medium combustion plant or, where the exact date of the start of the operation is unknown, proof of the fact that the operation started before 20 December 2018;
compare order size first, second, third… twentieth last, last but one before, after next between Comparing numbers: - use the language of: to, more than, less than (fewer), most, least Counting: Year 1: - count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens - given a number, identify one more and one less Year 1: NRICH: * NRICH: * NRICH: * NRICH: *** Identifying, representing and estimating numbers: - identify and represent numbers using objects and pictorial representations including the number line Year 1: NRICH: ** * NRICH: * NRICH: * Reading and writing numbers: - read and write numbers from 1 to 20 in numerals and words. Year 1: NRICH: ** NRICH: * Statistics EYFS Key Vocabulary might include count, sort set list Year 1 Key Vocabulary vote table Addition and Subtraction EYFS Key Vocabulary might include add, more, and make, sum, total altogether double one more, two more … ten more how many more to make …? Year 1 Key Vocabulary addition half, halve subtraction equals is the same as number bonds/pairs
measure size compare guess, estimate enough, not enough too much, too little too many, too few nearly, close to, about the same as just over, just under Length metre length, height, width, depth long, short, tall high, low wide, narrow thick, thin longer, shorter, taller, higher … and so on longest, shortest, tallest, highest … and so on far, near, close Weight weigh, weighs, balances heavy, light heavier than, lighter than heaviest, lightest scales Capacity and volume full empty half full holds container Time time days of the week, Monday, Tuesday … day, week birthday, holiday Measurement Roughly Length centimetre, ruler stick Weight kilogram, half kilogram Capacity and volume half litre capacity volume more than less than quarter full Time … months of the year (January, February ...) seasons: spring, summer, autumn, winter weekend, year
- Use structured apparatus to understand the concept of equality - measure and begin to record the following: lengths and heights mass/weight capacity and volume time (hours, minutes, seconds) - recognise and know the value of different denominations of coins and notes NRICH: * ** Telling the time: - tell the time to the hour and half past the hour and draw the hands on a clock face to show these times. - recognise and use language relating to dates, including days of the week, weeks, months and years Multiplication and Division EYFS Key Vocabulary might include sharing doubling halving number patterns Year 1 Key Vocabulary multiplication multiply multiplied by multiple division dividing grouping array Problem solving: - solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher Year 1: NRICH: * NRICH: * Fractions EYFS Key Vocabulary might include parts of a whole half quarter Year 1 Key Vocabulary fraction equal part equal grouping equal sharing
Problem solving: - solve problems that involve all of the above Term 4: 5 Position and Direction Position, direction and movement: - use mathematical vocabulary to describe position, direction and movement including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise) Mental calculation: Year 2 and Year 3: - Revisit mental maths strategies for multiplication and division: 1. Knowing multiplication and division facts to 12 X 12 2. Multiplying and dividing by multiples of 10 3. Doubling and halving 4. Multiplying and dividing by single-digit numbers and multiplying by numbers 5. Finding fractions, decimals and percentages NRICH: * * Patterns: - order and arrange combinations of mathematical objects in patterns and sequences * NRICH: * NRICH: ** NRICH: ** Time: - tell and the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times. - know the number of minutes in an hour and the number of hours in a day. (appears also in Converting) Time: - estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes, hours and o’clock; use vocabulary such as a.m./p.m., morning, afternoon, noon and midnight (appears also in Telling the Time) - tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocks - estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes, hours and o’clock; use vocabulary such as a.m./p.m., morning, afternoon, noon and midnight NRICH: * NRICH: *** NRICH: ** NRICH: * NRICH: ** NRICH: * NRICH: *** NRICH: ** ***
NAME OF Monday Tuesday Wednesday Thursday Friday Saturday Sunday Date Medicine Time Given AM PM AM PM AM PM AM PM AM PM AM PM AM PM Dosage/Amount Licensee Signature Notes/Concerns Monday Tuesday Thursday Friday Saturday Sunday Date Medicine Time Given AM PM AM PM AM PM AM PM AM PM AM PM AM PM Dosage/Amount Licensee Signature Notes/Concerns Signatures: Medication returned to parent/guardian Date: Parent/Guardian signature: Licensee Signature:
Characteristics of Effective Learning Playing & Exploring: Encourage children to ‘have a go’ and explore new environment Active learning: Encourage children to learn together and from each other Encourage children to persist with an activity even when it is challenging Creating & Thinking Critically: Encourage open ended thinking Model being a thinker, showing that you don’t always know Assessment Narrative observation & discussion with parents & child to be completed for all children by half-term Providing appropriate support and differentiation for ……. (children with SEND, or EAL Environment/Resources Listening and responsive adults Organisation inside and out of workshop areas Resources accessible and labelled Use outside to provide/support all areas of learning Parents Develop relationship with parents/carers Invite parents on local trips to shops, park etc, invite parents to story time at the end of the session Plan parent / child breakfast morning – aim to introduce new parents to existing parents and build up familiarity of setting and how children learn through play
Appendix 1 Application Forms Section 1 - Application Forms for filming in the City and can be found online Application FORM for filming in the public domain in the administrative area of dublin city council Large - Feature Film or TV Single Production spend in ROI greater than €4m TV series with a Production Spend in ROI per hour greater than €1.5m Medium - Feature Film or TV Single Production spend in between €1.5m and €4m TV Series Production spend in ROI per hour greater than €500,000 and €1.5m. APPLICATIONS MUST BE SUBMITTED AT LEAST 21 DAYS IN ADVANCE OF THE DATE PERMISSION IS REQUIRED FOR. Section A – Contact Details Name of Production Company; Address of Production Company; (Including Eircode) Name of Production/ Project; Location Manager: Location Assistant: Health and Safety Officer: Mobile No: Mobile No: Mobile No: Section b - Finance address for invoices and financial statements; Confirm Irish production budget € VAT exempt? □ Yes □ No Please supply VAT 56B form if VAT exempt. section C – filming details Shoot date (s) Start and End time; Start date for location (including prep): Start and End time; Finish date on location (including Start and End time; Location (s)
1. In groups, learners discuss their ideal weight and how they monitor this. 2.Learners calculate the BMI of athletes and then discuss their findings as a class 3. In pairs, learners research the government’s weekly alcohol consumption guidelines for both males and females. 2A.M2 1. Learners research and devise a presentation on consequences of obesity on the body. 2. Learners research the rates of one particular type of disease e.g. lung cancer or liver disease and relate this to lifestyle choices. 3.Lead a discussion on the most recent government health initiatives put in place, e.g. ‘5-a-day’, smoke free and ‘Drink Aware’. 2A.D2 1. Learners research lifestyle campaigns to help promote healthy lifestyles. 2. In pairs, learners develop a diagram to illustrate the positive changes that can occur when a person reduces their weight/stops smoking/reduces their alcohol intake. 3. Learners follow up the discussion on the most recent government health initiatives with more in-depth research. They use this information to produce their own campaign to help improve the health of the nation. Differentiated skill sheets Work towards merit/distinction grades Take the lead in practical activities Use of visual aids- PP slides, images, practical work Emphasis on key words use and meanings Availability of a dictionary Use of Google translate Regular assessment of student progress Encouragement in class activities Use of Collins differentiated work tasks available underachievement: Encourage full interaction in activities Identify in group work Peer supporting activities Learning through writing: Presenting work as: reports, leaflets, newspaper articles, posters Assessment for Learning Opportunities: 1. Students have targets which they know and understand 2. Students know regularly at what level they are working in relation to these targets 3. Students know how they can improve their working at level so as to achieve their targets Numeracy Links: Investigating the effects of exercise on blood pressure and pulse rate. calculate the BMI of athletes and then discuss findings as a class Calculating averages from practical results from
Proposer Name: Signature: Date: Head of Department/School/Centre Name: Signature: Date: Once the confirmation has been signed, please send this document back to for due diligence to be undertaken and the final collation of documentation. This will then be sent back through to the proposer to take to the relevant Faculty Committees for approval.
Controlled Variables The same volume of agar mixture (20g) was put into every petri dish and left in refrigerator for 24 hours. The size of the petri dishes was the same for each therefore the surface the bacteria could cover Assumptions The temperature is the same everyday when the trials are conducted (23 Celsius). The distilled water contains the same impurities. All materials are sterilized and contain close to no bacteria. No bacteria from the surface worked on or from the breath of the one doing the experiment will contaminate the agar gel. Observations The agar jelly was a clear color before bacteria was added. Once bacteria contaminated the agar jelly the color turned yellowish. The amount of bacteria that contaminated the agar jelly changed for every petri dish therefore it was necessary to use a plastic quadrant film and compare the results before and after the essential oil was added. Once the essential oils were added the agar jelly turned a light yellow brownish color. Right away it was obvious that Wild Orange had the biggest effect on the bacteria as it resulted in the least bacterial cover among the agar jelly. DATA #1 The first trial I sterilized the petri dishes in the autoclave letting it steam for approximately 20 minutes. Then we only opened the petri dishes to put in the agar. After approximately one day all 4 of the petri dishes were utterly contaminated (100% coverture with bacteria) as you can see in the photo. The light yellow color is all the bacteria that grew. As they were contaminated I could not use them for my experiment meaning the first trial was a fail. Trial #2 For each I recorded Qualitative Results of bacterial growth without the essential oil, Qualitative Results of bacterial growth with essential oil, and the quantitative results. This trial was repeated 4 more times. Qualitative Results of bacterial growth without essential oil
Wild Orange Wild Green Lavender Geranium Color with a hint of yellow Clear with a hint of yellow Clear with a hint of yellow Clear with a hint of yellow Coverture (estimates) 5/8 of dish 2/8 of dish 7/8 of dish 6/8th of dish Qualitative Results of bacterial growth with essential oil: Wild Orange Wild Lavender Geranium Color Clear with a hint of yellow Dark yellow Very pale Clear with a hint of yellow Coverture (estimate) 6/8 of dish 4/8 of dish 7/8 of dish 7/8 of dish Quantitative Results: Wild Orange Wild Green Lavender Geranium Number of grids with bacteria before oil 26.5 15 34 31.5 Number of grids with bacteria after oil 24 13 33 31 In every trial the bacteria after exposed to the essential oil decreased showing that they are effective in destroying bacteria. ANALYSIS Percentage difference In order to see if there was a significant difference between the bacteria destroyed/grown with soap versus the bacteria grown/destroyed with essential oils the percentage difference of each trial and oil was calculated. We use this test to see which essential oil is most effective towards fighting bacteria. Trial 2 Trial 3 Trial 4 Trial 5 Trial 6 Wild orange 9.9009% 22.9508% 18.0062% 21.3422% 16.0348% Wild Green 8.0000% 11.7647% 13.3498% 9.9390% 9.5382%
(e) provide a service to the nearby workforce. Site constraints PO4 Development is located, designed, operated and managed to respond to the characteristics, features and constraints of the site and its surrounds. Note – Planning scheme policy – Site assessments provides guidance on identifying the characteristics, features and constraints of a site and its surrounds. AO4.1 No acceptable outcomes are provided.
4. Use of ICT for this simulation, record results and make conclusions. 5. Show animation to to compare how magnetic fields influence α / β / γ radiation 2A.P3 On a human body outline, learners annotate showing the effects of α / β / γ and x-ray radiation on cells when inside and outside the body. 2A.M2 Learners research different example of α / β / γ or x-ray radiation and produce a presentation to discuss the uses, cost and disadvantages of isotope Learners research one of the following isotopes and uses: Strontium-90 – thickness gauges. Americium-241 – smoke alarms. Cobalt-60 – radiotherapy and food irradiation. 2A.D2 Learners obtain results of these itotopes from the following simulation in their research: 2A.P4 1. Use of visual aids- PP slides, images, practical work Emphasis on key words use and meanings Availability of a dictionary Use of Google translate Regular assessment of student progress Encouragement in class activities Use of Collins differentiated work tasks available underachievement: Encourage full interaction in activities Identify roles in group work Peer supporting activities Discuss and collaborate on producing ideas about the ways that scientists have interpreted data following space exploration Small/large group activities – practical investigations- developing team work Use of within groups Learning from text: Use research and put information into own Use of text books for research- students to gather appropriate information they required Use of library books Use of Principles Of science text books Learning through writing: Presenting work as: reports, leaflets, newspaper articles, posters
The proposed grants for 2018/19 are awarded to Community Safety Partnerships and other local bodies in support of achieving the Plan objectives. 10.3 The MoJ transferred responsibility for commissioning support services for victims of crime to Police and Crime Commissioners. These services are provided using a mixture of grants and commissioning. 10.4 The Commissioner also awards grants to deliver casualty reduction and support in the county. 10.5 The Commissioner commenced a Youth and Community Fund during 2017/18 and this will continue to support youth and community groups to deliver activities to divert young people away from offending and reduce the vulnerability of young people. Details of the fund can be found on the Commissioner’s website. 10.6 There is a strong desire from partners in Cambridgeshire to work together; not only to meet people's need but also to prevent problems occurring in the first place. Prevention is a shared priority. However more work is required to understand how investment in prevention can be incentivised. 11. Risks 11.1 Key risks associated with this MTFS are discussed throughout this document but are: Funding – both cuts in direct grants and lack of growth in Council Tax. Demand – both short and long term and the changing nature of crime. Cuts elsewhere in the public sector, bringing about demand shift onto the police. Legislative changes bringing more responsibilities without the necessary funding. A significant, currently unquantified risk is the national ICT programme, which whilst providing efficiencies in the medium to long term have short term cost implications. 12 Reserves 12.1 Section 25 of the Local Government Act 2003 requires the Chief Finance Officer (CFO) to report on the adequacy of the proposed financial reserves as part of budget setting considerations. 12.2 The General Reserve, which is a statutory contingency reserve to fund unplanned and emergency expenditure, for example a major operational investigation, stood at £7.197m (5.5% of the Net Budget Requirement (NBR) 2017/18). In 2017/18 there will be a call of £0.263m on the general reserve as a result of the police pay award above the 1% budgeted for, bringing the balance down to £6.934m (5.05% of 2018/19 estimated NBR). A general reserve of 5% of the NBR is considered prudent. This means that as the NBR increases each year a contribution to the General Reserve is required. The
Medium Term Plan Autumn Term 1 Hawks Class Miss Bowden Spoken Language Reading Word Reading Comprehension Writing Phonics and Spelling Punctuation Vocabulary Sentence and Text Handwriting and Presentation Composition Story Information Poetry Science Working Scientifically - Planning Working Scientifically – Observing and Recording Working Scientifically - Conclusions Biology - Plants Biology - Animals, including Humans Biology - Life Processes Biology - All Living Things Biology – Earth and Space Chemistry - Everyday Materials Chemistry - Changing Materials Physics - Light and Sound Physics - Electricity Physics - Forces & Magnets Mathematics Problem Solving Communicating Reasoning Number and Place Value Mental Maths Operations - Addition Operations - Subtraction Operations - Multiplication Operations - Division Written and Calculator Methods (KS2) Fractions and Decimals (KS1) Fractions, Decimals, Percentages (KS2) Algebra (KS2) Ratio and Proportion (KS2) Geometry - 2D Shapes Geometry - 3D Shapes Position, Direction and Movement Measures - Length Measures - Mass Measures - Capacity & Volume Measures - Time Statistics - Processing and Representing Data Statistics - Interpreting Data Computing Computer Science Information Technology Digital Literacy Art & Design Investigating & Exploring Drawing Painting 3D Modeling Printing Textiles Design & Technology Design Make Evaluate Axles, Pulleys and Gears Electrical and Mechanical Components Food Technology Mechanisms Structures Textiles Geography Geographical Enquiry Geographical Skills & Fieldwork Location & Place Knowledge Human and Physical Sustainability History Finding Out About the Past (Enquiry) Finding Out About the Past (Chronology) Historical Events Lifestyles of People in the Past Significant Historical People Religious Education Learning Religion Learning from Religion Modern Foreign Languages Listening and Responding Speaking Writing Physical Education Gymnastics Dance Games Music Performing Composition & Appraisal Musical Elements ©2007 Corfield Educational Consultants Limited
SCHEDULE 2 Site Personnel Register (Clause 6.1) Project Name: Project Location: Contractor’s Name: Project Registration Number: Name Is this person an of an approved subcontractor/ sub subcontractor? Y or N (if N please complete the rest of the as applicable) Is this person remunerated in accordance with an award or registered agreement? Y or N (if Y please complete column (d) and (e) only; if N complete columns (e) to (i) only) Name of award or registered agreement? (if applicable) Name of this person’s Employer? Is a WorkCover premium paid in respect of this person? Y or N Are superannuation contributions made in respect of this person? Y or N Is tax withheld from payments made to this person? Y or N Is Payroll tax paid in respect of this person where applicable? Y or N or N/A (a) (b) (c) (d) (e) (f) (g) (h) (i) Note: If the answer to the question in column (b) is NO, the individual concerned will be considered to be a “worker” as that term is defined in the Workplace Health and Safety Act 2011 (Qld) and the Workers’ Compensation and Rehabilitation Act 2003 (Qld) unless evidence can be provided to the contrary.
6. Consent and capacity All have a clear responsibility to ensure they understand their role in relation to situations where an individual service user exercises their right to refuse to take medication. Where a service user is assessed not to have mental capacity to make decisions in relation to medication, staff must also be clear about their responsibility to refer this to the team. Section 5 of the medication policy sets out the responsibilities of all staff in relation to issues of consent and capacity. If there is any need for further clarification the service manager must be involved immediately. General principles for all staff to be aware of: Service users who are capable of giving or withholding consent can refuse to take medication at any time. In these circumstances staff must not attempt to administer medication Giving and obtaining of consent is a process not an isolated service users may change their minds and withdraw consent at any time. Consequently, consent must be sought before any administration Capacity to consent may fluctuate and must therefore be assessed continually Covert administration of medication for service users who are capable of giving or withholding consent is NOT permitted under any circumstances People who have a mental disorder must be assessed to determine capacity to make decisions. It must never automatically be assumed that they are not able to give or withhold consent to take medication. PART TWO Approved procedures and practices for staff in learning disability day care services 1. Principles of Day Care Before attending a day care centre, service users must have a medication review, to assess the continuing need of their current medication, and if possible reduce any doses which may have to be given whilst in the day care centre. This will reduce the risk of errors and incidents occurring during transport, storage and administration. Service users must also be assessed for their level of need while they are in the day care centre, the level of need will include a full risk assessment of self medication if the service user wishes to undertake this. Before an individual is admitted for day care, the following information must be obtained:
Create and use London underground tube lines in the sandpit. Observe cloud cover, collect rainfall and record the temperature in our weather station. Measure out rainfall amounts from around the world in the water trough. Re-enact “The Fire of London” using small world play. “The World City” gallery at The Museum of London. Travel back in time and experience life at the time of “The Great Fire of London” at The Museum of London. Experience multicultural London on a sightseeing tour of the city. Present our work to teachers, parents and governors. Take responsibility for our own belongings. Listen to instructions carefully and complete some tasks on our own. Develop a “have a go” attitude and persevere with problem solving tasks. Homework Opportunities Research capital cities of the U.K. using books, the internet and personal experiences. Explore the human and physical features of each locality, investigate weather patterns and plan the shortest route to get there. Find out “The Great Fire of London” and discuss the significance of this disaster. Read Paddington Bear and bring them into school to share with the class. Research Michael Bond, the author of Paddington Bear books. Create a scrapbook in the style of Paddington, about your own adventures. We would love to see them! Useful websites: , and
Medium term for Summer Years 1/2 Mixed age Range NB: HAT = Hamilton Assessment Tracker Week Y1: Main focus of teaching/activities Outcomes Y2: Main focus of teaching/activities Outcomes 1 Number and fractions Day 1: Order 2-digit numbers. Day 2: Find a number between multiples of 10. Day 3: Find 10 more and 10 less. Day 4: Find ½ and ¼ of shapes. Day 5: Find ½ and ¼ of amounts. Day 1: 1. Compare two numbers less than 100, say which is more or less. Day 2: 1. Say a number between any given neighbouring pairs of multiples of 10. Day 3: 1. on in 10s from single-digit numbers and back, and relate this to adding and subtracting 10. Day 4: 1. Find ½ and ¼ of shapes. Day 5: 1. Find ½ and ¼ of shapes and amounts. HAT outcomes 3, 5, 15 and 16 Number and fractions Day 1: Place 2-digit numbers on a number line. Day 2: Round 2-digit numbers to nearest 10. Day 3: in fractions. Day 4: Find ½, ¼, ¾ and 1/3 of amounts. Day 5: Find ½, ¼, and ¾ and 1/3 of amounts. Day 1: Mark two-digit numbers on an ‘empty’ number line (only 0 and 100 labelled). Day 2: 1. Say which multiples of 10 a number is between. 2. Round a 2-digit number to the nearest 10. Day 3: 1. Count in 1/2s. 2. in 1/4s. 3. Know that 2/4 is the same as ½. Day 4: 1. Find ½, 1/3 and ¼ of amounts by sharing and using number facts. 2. Find ¾ of amounts by adding ½ and ¼. Day 5: 1. Find ½, 1/3 and ¼ of amounts by sharing and using number facts. 2. Find ¾ of amounts by adding ½ and ¼. HAT outcomes 4, 22, 23 and 24 digit
Talk for writing texts include Three Little Pigs, Noah’s Ark, Hansel and Gretel. Writing- To write words, captions and simple sentences. To write for a variety of purposes in different contexts eg in the role play area and writing labels for models. To begin to write captions, facts and labels in different contexts. Shape, space & measures-activities to promote the language associated with weight and length. Learning the names and properties of 3D shapes. Look at how shapes are used in building. Weighing a variety of objects. The world- making homes for animals, making structures outside e.g. dens. Investigating the use of different materials for building. Observing the beginning of Spring. Technology- looking at different technology used at home and school, using netbooks/learnpads Being imaginative- we will continue with ‘write dance’ as well as acting out stories using drama techniques. The children will use puppets and small world toys to retell stories. Role play area will be a builder’s yard to include, architect drawings, foam bricks, nuts and bolts. constructing an ark, large scale construction.
Medication Record Childs name: ......................................................................................................... Date of birth: ................................................................................................... To be completed by the parent/guardian To be completed by the educator when administered Name of medication Last administered To be administered (or circumstances to be administered) Dosage to be administered Method of administration Signature of parent/Guardian Medication administered Dosage Administration Method of Name of educator administering Signature of educator administering Name of witness Signature of witness Time Date Time Date Time Date
Offer a glass of water, if allowed, assisting the patient where necessary. To facilitate swallowing of the medication. Administer the drug as prescribed. To meet legal requirements and local policy. Assist the patient to a sitting position if needed and if possible. A side-lying position may also be used if the patient is unable to sit. To ease swallowing and prevent aspiration. Stay with the patient until they have swallowed all the medication. To demonstrate accountability for the administration of the drug Clearly sign, date and time the prescription chart following administration. To ensure it is not administered again by someone else. To meet legal requirements and local policy. Ensure that this documentation is countersigned by the registered nurse. As a student nurse all documentation must be countersigned by a registered nurse to meet legal and NMC requirements as well as local policy. Perform hand hygiene. To minimise the risk of cross contamination. References: Dougherty, L. and Lister, S. eds (2011) The Royal Marsden Hospital Manual of Clinical Procedures [electronic resource]: core manual for nursing students [online] Oxford: Nursing and Midwifery Council (2010) Standards for Medicine Management [online] [Accessed 15th September 2011]
Now this one is a bit hard if you haven't been paying close attention. First, what do you want to know? You want to know how long the bottle will last. You could figure out days/bottle or weeks/bottle and see if the bottle will last longer than 3 weeks or 21 days. So you write down "Answer units = days/bottle" What do you know to start off with that you might need to know? You write down the following: You realize that if a 4-oz bottle is half-full, then there is 2 oz of tonic in it, but you could figure it out dimensionally if you wanted to: You then end up with "days/half-bottle" in your answer, but it's easier to just go with 2 oz/bottle. What should you use as a starting factor? You pick 128 lb because it's something you're given and starting with weight usually works. You set the problem up: Houston, we have a problem. You up with units reversed from what you wanted. You figured out how much of the bottle you would use in one day. What to do? You could hit the 1/x button on your calculator if it had one, or invert the answer by dividing 1 by 0.044, or start over with 128 lb on the bottom. What? Can you do that? Sure you can. You could even put 128 lb on the end and on the bottom, or put it in the middle somewhere. You decide to start over, this time picking a starting factor that already has "day" or