zilongwang/ReadingBank huggingface dataset:
• Demonstrate commitment to maintaining professional knowledge and awareness of the information and higher education environment through continuing personal and professional development • Fulfil the responsibilities for employees set out in the University Health and Safety Policy and associated procedures Demonstrate commitment to equality and diversity PERSON SPECIFICATION Criteria Essential Desirable How to be assessed Qualifications, knowledge and experience Postgraduate library degree, equivalent professional qualification or equivalent experience Experience of working in or with the Higher Education sector, particularly in research support. Understanding of publishing environment and scholarly communication practice. Able to apply an awareness of principles and trends in research support to shape service development. Membership of relevant professional body. Understanding of HEFCE, RCUK, EU and other funders’ policies relating to open access, research data management and metrics. Application, interview Planning and organising Self-starter able to manage and prioritise a broad range of competing activities and projects across the university. Evidence of commitment to shaping and delivering services that add value for service users. Experience of planning, delivering strategy and setting objectives. Application, interview Problem solving and initiative Able to identify broad trends to assess deep-rooted and complex issues. Able to apply originality in modifying existing approaches to solve problems. Application, interview Leadership, management and teamwork Proven experience in motivation of staff in a multi-functional and environment. Ability to promote and manage change. Capacity to develop and iterate frameworks to deliver strategy and associated compliance. Able to formulate development plans for own staff to meet current and future skill needs. Able to provide expert guidance and advice to colleagues to resolve complex problems. Experience of successfully managing staff Application, interview
67-64-1 Acetone Flam. Liq.2, H225 Eye STOT SE3,H336 20-30 1330-20-7 Xylene Flam. Liq. 3, H226 Tox.4, H312; Acute Tox.4,H332; Skin Irrit. 2, H315 30-40 123-86-4 Acetate Flam. Liq.3, H226 STOT SE 3, H336 5-10 141-78-6 Ethyl Acetate Flam. Liq.2, H225, STOT SE 3, H336, Eye 2A, H319 5-10 111-76-2 2-Butoxyethanol Tox. 4, H302; Acute Tox.4 H312; Acute Tox. 4, H332; Skin 2, H315; Eye lrrit. 2, H319 Flam. Liq. 4, H227 5-10 74-98-6 Propane Flam. Gas. 1, H220 Press. Gas, H280 10-15 106-97-8 Butane Flam. Gas. 1, H220 Gas, H280 10-15 Additional information : For the wording of the listed phases to section 16 4 First-aid measures 4.1 Description of first aid measures General information: Take affected persons out into the air. After inhalation: Supply fresh air; consult doctor in case of complaints.
5) Match a table (A-C) with a graph (D-F) and an equation provided in the box. List your results below in three groups, where each group contains one table, one graph, and one equation that all represent the same linear relationship. Hours(x) Money (y) 0 -4 1 0 2 4 3 8 4 12 Time(x) Distance (y) 0 6 1 4 2 2 3 0 4 -2 Weeks(x) Money(y) 0 -1 1 0 2 1 3 2 4 3 6) To encourage customers to visit a new buffet restaurant, the owner is offering customers different ways to pay. Gold-Card Customers: $50 per year fee, plus $4 per meal Standard Customers: $7.00 per meal Write equations that you can use to calculate the cost for Gold-Card customers and Standard customers for any number of meals. Let C represent cost and n represent number of meals.
Not Regular Customers: $20 per set (3 games) Write equations that you can use to calculate the cost for regular customers and not regular customers for any number of sets. Let C represent cost and n represent number of sets. Regular Customers: ______________ Not Regular Customers: ________________ Complete the tables as shown below. Number of Sets (n) Cost for Not Customers 0 5 10 15 20 25 30 Number of Sets (n) Cost for Regular Customers 0 5 10 15 20 25 30 On the same coordinate plane, graph the relationship between cost and number of movies for members and for nonmembers. Make sure you label what information each axis represents. Be sure to identify which line belongs to each table. Bowling Costs
DOMAIN 1: PURPOSEFUL PLANNING Teachers use Indiana content area standards to develop a rigorous curriculum relevant for all students: building meaningful units of study, continuous assessments and a system for tracking student progress as well as plans for accommodations and changes in response to a lack of student progress. Competencies Highly Effective (4) Effective (3) Improvement Necessary (2) Ineffective (1) 1.1 Utilize Assessment Data to Plan At 4, a teacher fulfills the criteria for Level 3 and additionally: - Incorporates differentiated instructional strategies in planning to reach every student at his/her level of understanding Teacher uses prior assessment data to formulate: - Achievement goals, unit plans, AND lesson plans Teacher uses assessment data to formulate: - Achievement goals, unit plans, OR lesson plans, but not all of the above Teacher rarely or uses prior assessment data when planning. 1.2 Develop Unit Plans and At Level 4, a teacher fulfills the criteria for Level 3 and additionally: - Creates well-designed unit assessments that align with an end of year summative assessment (either state, district, or teacher created) - Anticipates student reaction to content; allocation of time per unit is flexible and/or reflects level of difficulty of each unit Based on achievement goals, teacher plans units by: - Identifying content standards that students will master in each unit -Creating assessments before each unit begins for backwards planning - Allocating an instructionally appropriate amount of time for each unit on achievement goals, teacher plans units by: - Identifying content standards that students will master in each unit Teacher may not: -Create assessments before each unit begins for backwards planning - Allocate an instructionally appropriate amount of time for each unit Teacher rarely or never plans units by identifying content standards that students will master in each unit OR there is little to no evidence that teacher plans units at all.
3 Policies and Procedures Individual demonstrates a pattern of failing to follow state, corporation, and school policies and procedures (e.g. procedures for submitting discipline referrals, policies for appropriate attire, etc) Individual demonstrates a pattern of following state, corporation, and school policies and procedures (e.g. procedures for submitting discipline referrals, policies for appropriate attire, etc) 4 Respect Individual demonstrates a pattern of failing to interact with students, colleagues, parents/guardians, and community members in a respectful manner Individual demonstrates a pattern of interacting with students, colleagues, parents/guardians, and community members in a respectful manner * It should be left to the discretion of the corporation to define “unexcused absence” in this context
The shear strength of a metal is usually (a) greater than or (b) less than its tensile strength? Answer. (b). Problems A tensile test uses a test specimen that has a gage length of 50 mm and an area = 200 mm2. During the test the specimen yields under a load of 98,000 N. The corresponding gage length = 50.23 mm. This is the 0.2 percent yield point. The maximum load of 168,000 N is reached at a gage length = 64.2 mm. Determine (a) yield strength, (b) modulus of elasticity, and (c) tensile strength. (d) If fracture occurs at a gage length of 67.3 mm, determine the percent elongation. (e) If the specimen necked to an area = 92 mm2, determine the percent reduction in area. Solution: (a) Y = 98,000/200 = 490 MPa. (b) s = E e Subtracting the 0.2% offset, e = (50.23 - 50.0)/50.0 - 0.002 = 0.0026 E = s/e = 490/0.0026 = 188.5 x 103 MPa. (c) TS = 168,000/200 = 840 MPa. (d) EL = (67.3 - 50)/50 = 17.3/50 = 0.346 = 34.6% (e) AR = (200 - 92)/200 = 0.54 = 54% Online Problems Online 1: Three methods of solid solution strengthening. Grain size reduction: as we reduce the size of grains we make it harder for defects to move due to the increased numbers of grain boundaries. However, we bring ourselves closer to the tensile strength and strain at failure since defects will tend to aggregate at boundaries. Allloying : by adding “impurity” atoms we may distort the regular order of the matrix. These local matrix distortions make it harder for defects to move thus increasing “Strengh” I nthe form of yield and tensile strengths. Changing the atomic in attraction through alloying would affect the modulus of elasticity. Cold Work: by deforming a metal we reshape grains and add energy into the grain structure; the distorted grains are not easily distorted further hence the “strength” increases in the for of increased yield strength.
NYS Professional Code of Ethics NYS Teaching Standards INTASC Standards Contact Information for the Buffalo Campus Buffalo Campus Rochester Campus 18 Agassiz Circle 1880 S. Winton Rd Buffalo, NY 14214 Rochester, NY 14608 716-880-2000 585-272-0030 Toll free 1-880-292-1582 Contact Information for Education Faculty and Staff Head of the Division of Education Dr. Illana R. Lane 716-880-2553 Program Director for MSED Literacy and Students with Disabilities (SPED) Program Director for Undergraduate Adolescent Education /Students with Disabilities and Early Childhood/Childhood B-6 Clinical Associate Professor Claudia Conway 716-880-2814 Program Director for the Undergraduate Evening Continuing Education Program Early Childhood/Childhood B-6 Dr. Jane Scura 585-729-7679 Program Director for the MSED in Elementary Education and Adolescent Education Dr. Kelly Ahuna 716-932-2625 SOE Coordinator of Instructional Technology and Assessment Coordinator Clinical Associate Professor Mary Beth Scumaci 716-932-2550
Appendix F SOE Advisory Board Members Name Title E-mail Rebecca Todd Adjunct Professor DOE, Medaille College Rebecca.j.todd@medaille.edu Jeff Betz Developmental Reading Teacher Lockport Middle School Jb7374@hotmail.com Mrs. Kristen Streit Medaille Alumni Gifted Programming Specialist Transit Middle School, Williamsville Nora Maloney Special Education Sweethome Dean Roussi Secondary Math Lakeshore Schools Nancy Gallagher Secondary Mathematics Teacher, BPS Jeff Faunce Assistant Professor DOE, Medaille College Ellen Spangenthal Summit Educational Resources Parent Member Shellonnee Chinn (Medaille Alumni Prep 2 Educator Elmwood Franklin School Darren Brown Principal Buffalo Academy for Visual and Performing Arts Crystal Elias Director, Teaching & Field Experiences DOE, Medaille College Vanessa Fields Medaille Alumni 5th Grade Teacher The International School PS #45 Michelle Cefaratti Instructor DOE, Medaille College Claudia Conway Clinical Associate Professor DOE, Medaille College Virginia Batchelor Professor Medaille College Illana Lane Head, Division of Education Medaille College Lee Pierce Bob Coniglio Jessica Lyons Principal Sheridan Hills Elementary, Clarence Assistant Principal Clarence High School Assistant Principal Tonawanda High School
Activity Task Staff Number of hours Cost an hour Total cost Select materials Identifying materials Librarian 40 $12.50 $500 Determining legal restrictions (copyright, privacy rights, donor rights, etc.) Librarian 16 $12.50 $225 Investigating the availability of digital and other versions, such as microforms (online search) Student 10 $3.20 $32 Eliminating items due to condition or completeness Student 10 $3.20 $32 Determine the size of the collection Determine the number of titles, volumes, pages to be scanned, pages Librarian Student 16 $15.7 $251.2 Prepare documents Checking out the documents from circulation Student 15 $3.20 $48 Creating documentation/instructions for bibliographic control, indexing, tagging, and encoding information Librarian 320 $12.50 $4,000 Determine imaging requirements (benchmarking) Librarian IT 40 $23.12 $924.8 Determine requirements for and create metadata: Ongoing costs Librarian IT 4 /week (14 weeks for first collection) $23.12 $1294.72 Determine imaging costs Estimating depends on estimating the number of pages for: Regular size and single-leaf and unbound (<=(8.5" x 14") Regular size and bound (<=(8.5" x 14")
ArchiveCopy’s technical metadata files UserCopy IMAGES <barcode>_0001.tiff, etc METADATA Copy of all descriptive metadata UserCopy’s technical metadata files PrintCopy files: <barcode>_0001.tiff, etc PrintCopy’s technical metadata files <barcode>.pdf PDF Single, searchable OCR’d PDF file <barcode>.pdf Process Scan Date (YYYYMMDD) – retained object’s unique 14 digit barcode – retained IMAGES –deleted METADATA – moved to PrintCopy folder Copy of all descriptive metadata – retained PrintCopy’s technical metadata – deleted ArchiveCopy IMAGES – retained, renamed Archive, moved to main level of barcode folder <barcode>_0001.tiff, etc – deleted <barcode>_0001.jp2, etc – retained METADATA – retained, moved to main level of barcode folder Copy of all descriptive metadata – retained ArchiveCopy’s technical metadata files – retained UserCopy – deleted IMAGES – deleted <barcode>_0001.tiff, etc – deleted METADATA - deleted Copy of all descriptive metadata – deleted UserCopy’s technical metadata files – deleted PrintCopy – retained Image files: <barcode>_0001.tiff, etc – deleted <barcode>.pdf - retained
Vehicle Details Sporting Discipline: Circuit Race Category / Formula: BARC Junior Saloon Car Championship Citroen Model: Saxo VTR No: N/A Chassis No: Date/year of Manufacture: Base Colour Engine Location: Mid Rear Driven Wheels: FWD RWD 4WD Engine Details Engine 1 Engine 2 (optional) Citroen No. of Cylinders: Four Actual Capacity: 1587cc cc cc Forced Induction: Yes No Yes No Fuel Tank Details Fuel Safe CL100 Location: 20 Litre tank mounted rear boot floor rear Is the fuel tank: Protected ? : Yes No FIA Homologated? Yes No ROPS Details Custom Cages Drawing Number: 12 RAC/MSA Certificate No or FIA Homologation No. (if applicable): N/A
care and follow-up. Notably, patients were generally treated with Insulin monotherapy, despite the fact that the majority were suspected to be type 2 Diabetics. A patient file and system of registration was introduced in January 2014, and the new model of care (IDC-OPD) was implemented in March 2015, at which point the patient file was modified to reflect the new clinical procedures. The new Diabetes of care for Mweso Hospital IDC-OPD is a nurse-led, multi-disciplinary model of care adapted to the specific setting of Mweso Hospital. The service is managed by a Nurse Supervisor who oversees the running of the clinic (including orders of drugs and materials, coordination of staff involved, M&E and quality assurance) and ensures that hospitalised patients receive appropriate follow-up. The Nurse Supervisor is the sole member of staff dedicated to the service (although at the time of writing, this person had not yet been recruited); all other staff have other roles in the hospital: Nurses: two nurses and one nursing assistant are allocated to the Diabetes clinic on clinic days, and are responsible for clinic consultations Doctors: two doctors provide medical support for the clinic when called on, and see all patients referred by the nurse Nutritionist: the nutritionist visits the clinic on clinic days to provide brief (15-30 mins) nutrition education, and to see referred patients (BMI<15) Information, Education and Counselling (IEC) officer: visits the clinic on clinic days to provide group education sessions Psycho-social support officer: visits the clinic on clinic days to facilitate peer support sessions (30 mins), and to see referred patients. Patient circuit
Taking the past year, can you tell me what the normal earnings of the household have been? (RECORD ONLY ONE, NOT ALL 3) Per week ______ OR per month ______ OR per year ______ Refused 88 2. Lifestyle Factors Tobacco Use Now I am to ask you some questions about tobacco use. Question Response Code Do you currently any tobacco products, such as cigarettes? (USE SHOWCARD) Yes 1 No 2 If No, go to X Do you currently smoke tobacco products daily? Yes 1 No 2 How old were you when you first started smoking? Age (years) └─┴─┘ Don’t know 77 On average, how many cigarettes do you smoke each day Don’t Know 77 Number of cigarettes per day └─┴─┘ In the past, did you ever smoke daily? Yes No 1 2 How old were you when you stopped smoking? Age (years) └─┴─┘ Alcohol Consumption The next questions ask about the consumption of alcohol. Have you ever consumed any alcohol such as beer, wine, spirits or [add other local examples]? (USE SHOWCARD OR SHOW EXAMPLES) Yes 1 No 2 If No, go to X Have you consumed any alcohol within the past 12 months? Yes 1 If Yes, go to X No 2 Have you stopped drinking due to health reasons, such as a negative impact on your health or on the advice of your doctor or other health worker? Yes 1 X No X During the past 12 months, how frequently have you had at least one standard alcoholic drink? (READ RESPONSES, USE SHOWCARD) Daily 1 5-6 days per week 2 3-4 days per week 3 1-2 days per week 4
Many residents of the homes classed as irreparable either never left them, living in the damaged sites or in courtyards, or reinhabitated them in spite of warnings that they wcould collapse. Water and sanitation Two girls carry water to their tent in Ancho camp, Port-au-Prince. © Katrijn Van Giel “Here in this camp, we don’t have enough latrines, and we still need to go out to get water due to the lack of distribution points. At the very beginning, it was easier, because there was not a lot of people, but now it’s like a village within a city.” – 22-year-old woman in the Carrefour Feuille IDP camp How can natural hazards influence the outbreak and spread of disease? Girls cross a polluted stream as they carry water back to their homes in Delmas, Port-au-Prince. © Corentin Fohlen MSF logisticians build latrines in a camp for displaced people in Port-au-Prince. © Nicola Vigilante Access to water and reliable sanitation facilities is essential for maintaining good health. Along with shelter, water and sanitation was one of the greatest challenges of the emergency and recovery phase. Sanitary and health emergencies were nothing new in Haiti, but after the earthquake the degree of the emergency was much greater. Damage reduced what was already limited access to water and sanitation. There was just one waste dump for the city, which was full to overflowing. Streets were filled with all sorts of refuse, including human waste, rotted food scraps, and empty water bottles. The rainy season was compounding the problems of pollution and access to basic water and sanitation. Large parts of the city are at sea level, so latrines needed to be emptied very regularly, but were not. In the camps, the inadequate provision added to the likelihood that heavy rains would wash sewage through the living areas. Access to water is a priority for MSF. MSF filled some of the large holes in the provision of water and sanitation following the earthquake. Main activities included distribution of chlorine tablets, cleaning or repairing water sources, installing water bladders, and assessing water quality.
Class 10 – Thurs. Mar. 29 Topic: The Use of Military Force – Part II Preemptive and Preventive War Israeli use of force and occupation The invasion and occupation of Iraq 2003 Contractors and just use of force Nuclear ethics: Hiroshima and Nagasaki atomic bombings, first use, the nuclear haves and have nots (vertical and horizontal proliferation) Case: Use of force to stop nuclear proliferation – as in Iran and North Korea Opening the subject of just use of force in Terrorism and Counter-Terrorism, Readings: Required: • 2 short scenarios posted on Blackboard by 5 days in advance of class. Walzer book, Chapters 5, 10-12, 17 John Turner Johnson, “Jihad and Just War,” First Things 124 (June-July 2002), pp.12-14 read on-line at ). James Pattison, “Just War Theory and the Privatization of Military Force,” Ethics and International Affairs 22:2 (Summer 2011) [Posted on Blackboard.] Matthew Kroenig, “Time to Attack Iran,” Foreign Affairs January-February 2012 [Posted on Blackboard.] Reference/Recommended: Strongly recommended: Michael J. Glennon, “Preempting Proliferation: International Law, Morality, And Nuclear Weapons,” European Journal of International Law [Posted on Blackboard.] Strongly recommended: Tony A Journey: My Political Life Strongly recommended: Richard N. Haass, War of Necessity, War of Choice Assignment: 2nd half of the class alphabetically: write a 500-750 word maximum memo on 1 of the given scenarios, applying a reading (Required or Recommended). Thurs. Apr. 5 – No class due to Easter Break Class 11 – Thurs. Apr. 12 Topic: Terrorism and Counter-Terrorism Dilemmas 1. Clashes of Civilizations 2. Counter-Terrorism Policies 3. Enhanced Interrogation and the “Torture Memos” 4. Use of Drones: No Humans Involved, Civilian Humans Killed, Inhuman? 5. Professional Dissent: When and How [Establish in class which chapters of the Power book you will read for the next session—making sure multiple student read every historical case.] : Required: • 2 short scenarios posted on Blackboard by 5 days in advance of class.
the Canadian Partners in Learning site for mentorship. 4. Re-review the judging rubric during the development and delivery of your innovative project See Appendix ‘A’ April 9, 2012 – May 18, 2012 5. Upload VCTs to on the Partners in Learning Network site into the VCT folder of the Canadian Innovative Educator Forum site : See Appendix ‘B” for instructions May 18, 2012 6. Preparation with Mentor for the Partners in Learning Canada Virtual Innovative Educator Forum A former Canadian Innovative Teacher (mentor) will connect with you to provide an overview of the Virtual answer any questions about develop and deliver your project and help with the preparation and delivery. May 18, 2012 - May 26, 2012 7. Agenda and Video Conference Call to be published TBA May 21, 2012 APPENDIX ‘A’ Judging Rubric Scroll down to review the evaluation rubric below to assist the formulation of your video learning activity proposal.
Evaluation Criteria Outstanding + 80 % Very good 79 – 60 % Good 59 – 40 % Fair 39 – 20 % /100 Structure of the Project Question: What are the stated objectives and learning outcomes? Is the learning activity long-term, and does it call on students to plan their work and assess their work over time? Overview: Learning activities afford students the opportunity to acquire self-regulation skills (i.e. Students are expected to be able to work with minimal supervision, which requires them to plan their own work and monitor its quality). 4 3 2 1 /04 Design of Learning Environment Question: How is the learning planned? To what extent does the planning for learning facilitate the development of different dimensions of 21st century skills e.g. knowledge building, use of ICT for learning, problem-solving and innovation, self-regulation, collaboration and skilled communication. 8 7 6 5 4 3 2 1 /8
Suppose that you want to apply the following disclaimer to all messages: "This message may contain sensitive or confidential material and is for the intended recipients only." You just create a rule that applies to all messages, and then you specify this disclaimer message be appended to all messages. READ IT: DO IT: Configure the Closed Campus Supervision Policy: Closed campus supervision policies help administrators prevent students from sending e-mail to or receiving e-mail from unapproved recipients. These policies reject messages sent by user accounts in your organization to external recipients or messages sent by external senders to users in your organization. When these policies are turned on, if someone tries to send a message in or out of your organization, the message is rejected, and a non-delivery report (NDR) is generated. READ IT: DO IT: Configure the Bad Words Supervision Policy: Use the bad word supervision policy to prevent e-mail that contains content that is specifically banned from being sent or received. You can use this policy to reject that contains profanity or other objectionable words. When the policy is turned on, a bad word filter, also known as a keyword filter, searches messages for the specified words and prevents the delivery of messages that contain those words. If a message's subject line or body contains any of the words that are defined in the bad word filter, the message is rejected. READ IT: DO IT: Configure the Anti-Bullying Supervision Policy:
In case of a JFSC query, please provide the contact details of the person submitting this form: Name Position Phone number - Email Date / / Caution Article 37(4) of the Proceeds of Crime (Jersey) Law 1999 provides that a person carrying on financial services business who fails to comply with a requirement that is contained in the Money Laundering (Jersey) Order 2008 shall be guilty of an offence. Any person guilty of an offence under this Article is liable to a fine.
Please only list relevant experiences to work with MSF. Refer to the “Who we need” section of the website to highlight the experiences you have that we value. Add spaces as needed but do not exceed 3 pages. FULL NAME Apt #, Street #, Street name City, Province, Postal Code Tel: (000) 000-0000 Email: Language Skills: English: Fluent/Good/Fair/Basic French: Fluent/Good/Fair/Basic Spanish: Fluent/Good/Fair/Basic Other… Education: Start month/year End month/year Diploma/Certificate/Degree/Major Name of Institution, Location Details of Education completed Training and Courses: Start year/month/day End year/month/day Name of Course – Organization/College etc., Location Professional: Start year/month/day END year/month/day Months Hours h/w Position/ Job Title Name of Institution, Location Short Description of activities Main responsibilities, skills etc.
Closed reduction of fracture/casting External fixation Open fractures Amputations Internal fixation Chest tube insertion Caesarean sections Hysterectomy Skin grafts Please tick your level of familiarity to these equipment’s and procedures: Category Equipment / Procedures Not familiar Familiar Very Familiar MSF Equipment Surgical pump suction Electrical cautery Electric/Dermatome Tourniquet Power drill O2 Concentrator OT-safety Sharps (handling and disposure) Surgical checklists Counts (sponges, sharps, instruments) Informed consent for surgery PPE (Personal Protective Equipment) Specific skills for INSTRUMENTALIST Surgical hand washing Surgical dressing placement Donning sterile gloves/gown Preparation of MAYO table based on surgical need Prepare OT room and equipment based on surgical need Maintaining sterile field Counting –
Module A Outline: Effects Tissue and organ system level Organism level Psychological affects Mechanisms for the effects of massage Techniques Holistic view Benefits of massage through the life span MODULE B – CLINICAL APPLICATION OF THERAPEUTIC MASSAGE PROFESSIONAL COMPETENCIES PERFORMANCE OBJECTIVES KSA Indicators B1.0 Explain clinical applications of therapeutic massage. B1.1 This competency is measured cognitively. B LEARNING OBJECTIVES B1.1.1 Define terms associated with clinical applications of therapeutic massage. B1.1.2 Describe research related to clinical application of therapeutic massage. B1.1.3 Describe various clinical approaches to therapeutic massage. B1.1.4 Describe the benefits of therapeutic massage for treating various pathologies. B1.1.5 Describe the relationship of therapeutic massage to health care. A B B B B Module B Outline: Definitions Research Clinical approaches Musculoskeletal Cardiovascular - Lymphatic Immune function Respiratory Anxiety reduction Massage and health care MODULE C – GUIDELINES FOR performing A THERAPEUTIC MASSAGE PROFESSIONAL COMPETENCIES PERFORMANCE OBJECTIVES KSA Indicators
C1.0 Explain guidelines for performing therapeutic massages. C1.1 This module is measured cognitively. B LEARNING OBJECTIVES C1.1.1 Describe the importance of establishing professional therapeutic relationships. C1.1.2 Describe professional boundaries associated with performing therapeutic massage. C1.1.3 Describe a professional demeanor. C1.1.4 Explain the significance of touch. C1.1.5 Summarize informed consent. C1.1.6 Describe considerations for establishing the safe therapeutic massage environment. C1.1.7 Describe the importance of safety and comfort for the client and therapist. B B B B B c B Module C Outline: Therapeutic relationships Professional boundaries Demeanor Significance of touch Informed consent Safe massage environment Body mechanics Physical environment Personal safety and comfort Client Therapist MODULE D – Documentation PROFESSIONAL COMPETENCIES PERFORMANCE OBJECTIVES KSA Indicators D1.0 Explain the importance and techniques for documentation. D1.1 This competency is measured cognitively. B LEARNING OBJECTIVES D1.1.1 Describe the importance of effective documentation. D1.1.2 Describe various methods of documentation. D1.1.3 Explain critical information necessary for documentation. D1.1.4 Explain the aspects of documentation. D1.1.5 Explain HIPPA requirements for the use documentation. *3 A B B B
Facts/ Nomenclature A/a Principles/ Procedures B/b Analysis/ Operating Principles C/c Evaluation/ Complete Theory D/d Module A 53% 40% 7% - Module B 14% 86% - - Module C 50% 50% - - Module D - 100% - -
Church: City: Event Request: November 17-18 November 18-19 GROUP REGISTRATION FORM 2017 Middle School Gathering Synod, ELCA This is a “Fillable” form. Type in your information, then this form to send with your registration. You can also print this form and fill in the information by hand. General Information: Registration is first received, first accepted. If the event you register for is full, you will be contacted to see if you wish to attend on the alternate date. Registration closes November 6, 2017 OR WHEN EVENT FILLS Registrations are not accepted without deposit. Deposits are non-refundable. Same-sex substitutions are allowed. Registrations MUST include one adult leader for every seven (7) youth. Adult leaders MUST BE at least 21 years old. You MUST send health and release form with registrations. Keep a copy for yourself. Participant information must be included on housing form. Please refer to youth event brochure for registration information on this event. Primary Leader Information: Cost (check one): Early Bird Registration: $66 Postmarked on or before October 16 Regular Registration: $76 Postmarked on or after October 17 All information will be sent to this name/address Primary Leader: Address: City: Zip: Address is for Best Phone # This is my: Home Work Cell Email Address: Please add me to Youth E-Chat email list Fax # Our group would like to be housed with: Church: City: *We will make every effort to accommodate your request, though it is not guaranteed. Group Totals: PARTICIPANTS Totals T-SHIRTS Totals Totals Total Male Youth Small Total Female Youth Medium Pepperoni Total Male Adults Large Sausage Total Female Adults X-Large Cheese 2X-Large Total Participants Total Shirts: Total Pizzas: X $30 Deposit per participant (Deposits are non-refundable) (T-Shirts are Adult Sizes) X $6 each (Pizza payments are Total Registration Deposit Enclosed: Total Pizza Payment Enclosed: Please send one check, payable to “NE MN Synod LYO Gathering Account.” You can combine the Registration Deposit and Pizza Payment in one check. Last day to add to your pizza order is November 6.
Dual MS-MBA Program – Business Analytics – with MS BA Year First Fall – First Year BA Courses Credit hours BZAN 535 - Statistical Methods for Business 3 BZAN 531 - Decision Optimization 3 BZAN 533 - Quantitative Methods for Bus Analytics 5 ACCT 506 – Managerial Accounting I 1.5 BZAN 505 – Operations Management 1.5 BZAN 530 – Business Skills Development 1.5 Total Fall Credit Hours 15.5 Spring – First Year BA Courses BZAN 540 – Applied Regression Analysis for Business 3 BZAN 542 –Data Mining for Business Applications 3 BZAN 543-Enterprise Data Management for Business Analytics 1.5 BZAN 544- Decision Support Systems for Business Analytics 1.5 BZAN 545 –Database and Big Data Technologies 3 SCM 505 Supply Chain Management I 1.5 BZAN 548 Time Series Forecasting 1.5 Total Spring Credit Hours 15 Summer – Internship Fall – Second Year MBA Core Courses Credit Hours Session 1: 7⅟₂ Weeks MGT 506- Competitive Strategy 1.5 BA 515 - Business Skills Development I 1.5 MKTG 505 – Demand Management I 1.5 ACCT 505 - Financial Accounting 1.5 Session 2: 7⅟₂ Weeks FIN 505 – Financial Management I 1.5 MKTG 506 – Demand Management II 1.5 ECON 505 – Economics of Strategy 1.5 BA 516 - Business Skills Development II 1.5 Full Session: 1 BZAN Elective 3 Total Fall Credit Hours 15 Spring – Second Year MBA Core Courses Credit Hours Session 1: 7⅟₂ Weeks MGT 505 - Leading Complex Organizations 1.5 FINC 506 – Financial Management II 1.5 BA 517 – Business Skills Development III 1.5 Session 2: 7⅟₂ Weeks SCM 506 – Supply Chain Management II 1.5 BLAW 505 – Foundations of Bus. Law and Ethics 1.5 ECON 506 – Market Forces in the Global Environment 1.5 BA 518– Innovation in Practice 1.5 Full Session BZAN 550 Business Analytics Experience (Capstone) 3 Spring Credit Hours 13.5 Mini-Term – Second Year BAUD 591 – Global Business Seminar 2 BAUD 592 – Global Business Travel 1 Total hours for dual program must reach 62
Address: Insert Address City, Zip Code: Insert City, State, Zip Code Telephone Number: Insert Telephone Number address: Insert email address Fax number: Insert fax number (optional) (repeat for multiple operators by copying and pasting the above rows) Facility Owner(s): Name: Insert Name Address: Insert Address City, State, Zip Code: Insert City, State, Zip Code Telephone Number: Insert Telephone Number Email address: Insert email address Fax number: Insert fax number (optional) (repeat for multiple operators by copying and pasting the above rows) SWPPP Contact(s): SWPPP Contact Name (Primary): Insert SWPPP Contact Name, Primary Telephone number: Insert Telephone Number Email address: Insert email address Fax number: Insert fax number (optional) SWPPP Contact Name (Backup): Insert SWPPP Contact Name, Backup Telephone number: Insert Telephone Number address: Insert email address Fax number: Insert fax number (optional) 1.3 Stormwater Pollution Prevention Team. Staff Names Individual Responsibilities Insert name and/or title of SWPPP team member Insert explanation of that person’s responsibilities relating to compliance with the permit [Repeat as necessary] [Repeat as necessary] [Repeat as necessary] [Repeat as necessary] [Repeat as necessary] [Repeat as necessary] [Repeat as necessary] [Repeat as necessary] [Repeat as necessary] [Repeat as necessary] 1.4 Site Description. LIST AND DESCRIBE FACILITY INDUSTRIAL ACTIVITIES HERE.
Table 2 Calculated energies for geometry optimized monomeric (Em), dimeric (Ed) and trimeric (Et) MeIn(SR’)2 species (kJ mol-1). Em (n = 1) Ed (n = 2) Et (n = 3) Ed – 2Em Et – 3Em [MeIn(SOOS)]n -3214462 -6428965 -40 [Me(SNNS)]n -3316351 -6632723 -20 [Me(ONS2)]n -3265399 -6530832 -9796252 -35 (-18)a -56 (-19)b [MeIn(NNS2)]n -3316359 -6632721 +3 [Me(NNS2Pr)]n -3419475 -6839015 -64 [MeIn(pyrS)2]n -3725826 -7451601 +51 [MeIn(SNS)]n -2861684 -5723445 -8585169 -78 (-39)a -119 (-40)b a - (Ed – 2Em)/2 b - (Et – 3Em)/3 Table 3 In-CMe bond distances and [v(In-CMe)] FT-Raman stretching frequencies for 1-8 [experimental (calculated)]. Bonding Environment (eq/ax)a d(In-CMe) (Å) v(In-CMe) (cm-1) 1 SSC/OS* 2.133(4) (2.15) 518 (510) 2 SSC/NN 2.177(2) (2.17) 484 (490) 3 SSC/OOS* 2.149(2) (2.14) 506 (510) 4 SNC/NS 2.156(5) (2.16) 480 (495) 5 SSC/NS* 2.147(8) (2.16) 497 (493)
μ, mm-1 2.449 2.048 1.799 1.657 T, K 188(1) 198(2) 173(1) 173(1) λ, Å 0.71073 0.71073 0.71073 R1 a 0.0206 0.0303 0.0189 0.0203 wR2b 0.0555 0.0706 0.0439 0.0525 a R1 = [Σ||Fo|-|Fc||]/[Σ|Fo|] for [Fo2 > 2σ(Fo2)]. b wR2 = {[Σw(Fo2- Fc2)2]/[Σw(Fo4)]}½. References
BUDGET COMPONENT DETAIL Press the SAVE button if you need more rows to enter data. Total Award Amount: Current Total: STREET OUTREACH Essential Services: Related to reaching out to unsheltered homeless individuals and families, connecting them with emergency shelter, housing or critical services, and providing them with urgent, care. The Fiduciary must include information for ALL funded agencies. Complete for each case worker Case Management Agency Name of Case Worker Total Weekly Hours Worked Hourly Rate of Pay Dollar Amount Requested Case Management Case Management Dollar Amount Requested Transportation (assistance for emergency healthcare, mental health services) reimbursed at state allowable rate Transportation/Travel Agency Total Dollar Amount Requested For Supportive Housing Stabilization Services, i.e. a program participant Cell Phones Agency Total Dollar Amount Requested Costs associated with cell phones to support housing stabilization services EMERGENCY SHELTER Emergency Shelter has two categories: Essential Services: Case management related to emergency shelter, referrals to employment, healthcare, substance abuse and related services within the community. (Note that referrals can be provided, however, direct case management for employment, health, substance abuse and other related services cannot be provided with these funds). Bus tokens/tickets for transportation to shelter or other Agency for appointment. Shelter Operations: Expenses related to the operations of the shelters. based
4. Scale of Business (No. of) Now After Serviced Bedrooms Self-catering Units Bunkhouse Static Caravans Touring Pitches Visitor Numbers Other (specify activity) Operating Period (months p.a.) 5. Quality Classification Now After Grading Accreditation 6. Employment Now After New Full-time New Part-time Safeguarded Full-time Safeguarded Part-time Average Salary £ £ 7. Project Description - Please provide brief details of project including how the project supports the scheme’s priorities see Section 3 of the relevant guidance Note. 8. Reason for Development 9. Planning Consents Obtained Yes No N/A Outline Detailed 10. Proposed Development Timescale - Please note projects must be completed with all claims submitted by 31 December 2020. We would expect projects to be completed within two years of any offer of support made. Start Date Completion Date 11. Summary of Project Funding & Cost £ Term Loans (specify source e.g. Bank) Overdraft Own Resources Other Public Funds (specify)
Today’s date: CLG Community Name: Year certified: Informant’s Name and Mailing address: Email address: Phone: ——————— Please answer the following questions for your Certified Local Government regarding the period 2015-2018. To review Basic Requirement #1: A local government shall “Enforce appropriate state or local legislation for the designation and protection of historic properties.” Has the CLG kept its ordinance in effect during the entire period Did your community amend or revise the Historic District Commission bylaws during the evaluation period? Did your community amend or revise the local historic preservation ordinance during the evaluation period? Submit copies of amendments, new regulations, or guidelines if applicable. List and provide boundary descriptions and maps for any historic districts designated during the period 2015-2018. To review Requirement #2: A local government shall “Establish by state or local law an adequate and qualified historic preservation review commission composed of professional and lay members.” Please detail HDC staffing levels during the evaluation period and indicate the dates when positions were vacated and filled, for example:
HEMCHANDRACHARYA NORTH GUJARAT UNIVERSITY, PATAN M.SC. HOME SCIENCE DEVELOPMNT) CBCS Syllabus 2011 Document code : SYLLABUS MSHOH 2011 Revision No: 00 Name of Faculty SCIENCE Faculty Code SC Programme Code : Programme Name : MASTER OF HOME SCIENCE (HUMAN DEVELOPMENT) Effective from: June 2011 Sem Combination Code Old Paper Code Paper Code Paper Type Paper Name Marking scheme Credit Total Remarks External Internal The Pra The Pra 1 MSHOH101CC CC Communication technology(CCT) 35 35 15 15 4 100 1 MSHOH102CC CC Early childhood care, education And management.(ECE) 70 35 30 15 6 150 1 MSHOH103CC CC History and Theories of human development.(HTD) 70 30 4 100 1 MSHOH101ES ES Maternal and nutrition(MCN) 70 35 30 15 6 150 Any One Paper From 1 MSHOH102ES ES Community Health & care(CHC) 70 35 30 15 6 150 Any One Paper From
Sem Combination Code Old Paper Code Paper Code Paper Type Paper Name Marking scheme Credit Total Remarks External Internal The Pra The Pra 2 MSHOH201CC CC Computer application (CAP) 35 35 15 15 4 100 2 MSHOH202CC CC Advance human 70 30 4 100 2 MSHOH203CC CC Measurement & evolution of development. (MED) 70 35 30 15 6 150 2 MSHOH201ES ES Family studies & education (FSE) 70 35 30 15 6 150 Any One Paper From 2 MSHOH202ES ES Reproductive health care and education(RHE) 70 35 30 15 6 150 Any One Paper From
Sem Combination Code Old Paper Code Paper Code Type Paper Name Marking scheme Credit Total Remarks External Internal The Pra The Pra 3 MSHOH301CC CC Statistics & research methodology(SRM) 70 30 4 100 3 MSHOH302CC CC Child with special need(CSN) 70 35 30 15 6 150 3 MSHOH303CC CC Advance human development – 2(AHD) 70 35 30 15 6 150 3 MSHOH301ES ES Parenthood education and counseling(PEC) 35 35 15 15 4 100 Any One From 3 MSHOH302ES ES studies & child welfare(WCW) 35 35 15 15 4 100 Any One From Sem Combination Code Old Paper Code Paper Code Paper Type Paper Name Marking scheme Credit Total Remarks External Internal The Pra The Pra 4 MSHOH401CC CC Statistical testing & interpretation(STI) 70 30 4 100 4 MSHOH402CC CC Ageing in management perspective(AMP) 70 35 30 15 6 150 4 MSHOH403CC CC Marriage & sex education(MSE) 70 35 30 15 6 150 4 MSHOH401ES ES Scientific writing(SSW) 35 35 15 15 4 150 OR 4 MSHOH401CC CC Statistical testing & interpretation(STI) 70 30 4 100 4 MSHOH401ES ES Scientific writing(SSW) 35 35 15 15 4 100 Dissertation (DSK) 12 300
Bicester Community Hospital Lane Bicester Oxfordshire OX26 6HT Chipping Norton Health Centre Russell Way Chipping Norton Oxfordshire OX7 5FA Deer Park Medical Centre 6 Edington Square Witney Oxfordshire OX28 5YT Horton Treatment Centre (Ramsay Hospital) Oxford Road Banbury Oxfordshire OX16 9FG Townlands Hospital York Road Henley-on-Thames Oxfordshire RG9 2EB Wallingford Community Hospital Reading Road Wallingford Oxfordshire OX10 9DU White Horse Medical Practice Volunteer Way Faringdon Oxfordshire SN7 7YU Woodlands Medical Centre Woodlands Road Didcot Oxfordshire OX11 0BB The above locations are for service mobilisation. Location of services are under review. What public engagement has there been in the development of the model? OCCG was required to develop a commissioning strategy for an MSK service to meet patient needs, which was efficient and provided a quality service across Oxfordshire. It needed input and engagement from patients, the public and clinicians to develop this new model of care. A programme of engagement was undertaken including thee following activities:
34% Hispanic 11% 50–64 6% 65+ 24% College+ 24% Weekly 26% Less Often Twitter 24% Men 21% Women 21% White 27% 25% Hispanic 37% 18–29 25% 30–49 12% 50–64 10% 65+ 16% High school grad or less 24% Some college 30% College+ 36% Daily (22% 2+ x/Day) 24% Weekly 40% Less Often Pinterest 13% Men 42% Women 32% White 12% Black 21% Hispanic 34% 18–29 28% 30–49 27% 50–64 17% 65+ 22% High school grad or less 30% Some college 32% College+ 17% (9% 2+ x/Day) 29% Weekly 52% Less Often LinkedIn 28% Men 27% Women 29% White 28% Black 18% Hispanic 23% 18–29 31% 30–49 30% 50–64 21% 65+ 12% High school grad or less 22% Some college 50% College+ 13% (7% 2+ x/Day) 25% Weekly 61% Less Often NOTE: Multi-channel use is increasing, with 52% of online adults now using two or more social media sites, a significant increase from 2013, when it stood at 42% of Internet users. Planning Step 6: Define Your Voice Aligns with Workbook pages 17-18 Your “voice” is your organization’s personality. Social media provides the opportunity to humanize organizations and make them relatable to their audience. Reflect on the voice your Model System currently uses in various media (e.g., website, brochures, letters). Use the following categories and related attributes to define the voice you will use in your Model System’s social media channel(s): Character—Attributes include: friendly, warm, inspiring, relaxed, authoritative, professional Tone—Attributes include: personal, humble, clinical, honest, direct, scientific Language—Attributes include: complex, insider, serious, simple, jargon-filled Purpose—Attributes include: engage, educate, inform, enable, convince, amplify Although you may adopt slightly different voices depending on the channel, you should aim for consistency across all social media properties. If multiple people are working on social media activities, review the voice you want to project with staff to ensure consistency. Refer back to your and when questions arise.
National MSK Redesign NHS Scotland and Partners* Improvement and Value Update Summary- April 2014 In 2012, a team of local and national NHS leaders set out to redesign MSK services in Scotland. The aim was to improve access, efficiency, quality and patient experience. The programme is a joint effort, with spread and sustainability work now involving all the territorial health boards of Scotland, through active dissemination of best practice knowledge and implementation of each intervention in all locations. * This document relates to work done principally by the adopter boards NHS Lanarkshire, NHS Lothian and NHS Ayrshire and Arran, their GPs and patient groups; NHS 24; Working Health Services Scotland and local Leisure services; the Scottish Government Health and Social Care Directorate; the University of Glasgow; and GE Healthcare Finnamore. The Problem AHP MSK services deal with high volume demand, currently presenting in Scotland at 400,000+ referrals per annum. 20-30% of all GP consultations are for MSK complaints, with 10 million work days lost annually from MSK problems. MSK secondary care activity is high, with duplication across GP, orthopaedic and AHP services. There is variation in patient experience in information, access, waiting times and investigations. The Approach The following new approaches were prioritised for testing with patients and staff of NHS Lanarkshire, NHS Lothian and NHS Ayrshire and Arran: Musculoskeletal Advice and Triage Service by NHS 24 National self-management platform, through NHS Inform National self-referral model through a single point of access Telephone call handler protocol triage model IT and Referral Management Electronic Referral Management Efficient administration processes Reminder Systems National MSK dataset reporting Clinical Pathways Evidenced based, person-centred pathways AHP impact on MRI Demand Minimum Standards Framework Exit Route Solutions Leisure partnerships Employability pathway MSK pathways into Specialist Pain services Mental Health pathways
RCR One Day Meeting Registration Form Meeting title: Meeting date: Please note that for RCR17 or any longer courses please visit for an alternative registration form Title Initials Surname Grade RCR Member Yes No Membership Number (if appropriate): Hospital/Institution: Email address (for correspondence): Address, including daytime phone no. Special dietary/ accessibility requirements: Registration fees: Members £199 Non-member £246 Trainee member £136 Trainee non-member £179 Retired member £136 Allied Healthcare Professionals and nurses £136 Lay members, medical students and patients £136 Industry £268
How are clouds formed? How do air masses affect wind? Explain the density of air in relation to Cold air Warm air How does the density of air (cold and warm air) affect: Winds Air masses Fronts Storm systems Describe the uses of the following: Barometer Thermometer Anemometer Psycrometer Describe what is happening in the following weather maps: In the following map below explain the direction of air, probable temperatures and likely weather What are clouds? What is water vapor? What is relative humidity? What is dew point? Explain various types of precipitation and in what weather they occur in, including: Sleet Freezing rain Rain Hail Snow What is acid rain?