zilongwang/ReadingBank huggingface dataset:
Core Module 14: Subfertility Learning outcomes: To understand the issues and demonstrate appropriate knowledge, skills and attitudes in relation to subfertility Knowledge criteria GMP Clinical competency GMP Professional skills and attitudes GMP Training support Evidence/assessment Epidemiology, aetiology, pathogenesis, clinical features, treatment and prognosis of male and female subfertility Indications, limitations and interpretation of investigations: endocrine measurements (male and female) semen analysis ultrasound other imaging techniques genetic analysis operative procedures Indications, techniques, limitations and complications of surgery in relation to: male and female subfertility endometriosis developmental disorders Indications, limitations and complications of assisted reproductive techniques: Ovulation induction IVF & ICSI Gamete Donation Legal and ethical issues Able to describe the natural history of conditions that run a chronic course Have knowledge of long term management plans for chronic conditions (see Module 2) 1,2 Take history and examine a couple presenting with subfertility Arrange basic investigations Counsel couples about diagnosis and management options Perform the following: Diagnostic laparoscopy** Staging of endometriosis** Assessment of tubal patency** Diagnostic hysteroscopy** 1,2 3,4 1,2 Show an appreciation of the importance of psychological factors for women and their partners Demonstrates respect for a dignity and confidentiality Has an understanding of the issues relating to NHS funding and rationing of treatment Demonstrates the ability to deal sensitively with issues relating to the welfare of the child Has the ability to acknowledge cultural issues and the issues relating to same sex partnerships and single parenthood Demonstrates the need to liaise effectively with colleagues in other disciplines, clinical and non-clinical 4 3,4 1 1,3,4 **Use of low fidelity [box] trainers or virtual reality (VR) simulation to enhance psychomotor skills Appropriate postgraduate education courses Multi-disciplinary and clinical team meetings StratOG.net: subfertility e-tutorials Subfertility clinics Assisted reproduction sessions National Institute for Clinical Excellence website Scottish Intercollegiate Guidelines Network website Scottish Health on the Web website British Fertility Society website Logbook Reflective Log of experiences Mini CEX CbD Case reports Audit projects OSATS: Diagnostic laparoscopy MRCOG Part One MRCOG Part Two MRCOG Part Three
Modification Type Specific Modification Rationale Benefits Environmental/ Management Constant repetition of procedures/ expectations/ rules Students with severe learning disabilities need constant repetition in order to store information in the long term memory. Students know what is expected of them and how to behave. Instructional Visuals whenever possible Hands on activities whenever possible Break lessons into smaller parts High expectations Students have severe learning disabilities and visuals make the learning more concrete. Students have severe learning disabilities and hands on activities make the learning more concrete. Almost all of the students have severe learning disabilities and the students feel overwhelmed after too much instructional time without breaks. Students have very low self-esteem and they need to be reminded that they can complete anything they set their mind to and also know that you believe in them. Students have better possibility of retaining information. Students have better possibility of retaining information. The students are able to have breaks in between learning so that the students can refocus and retain the information better. If you set high expectations, the students will know that you believe in them and their capabilities. Materials Precut Objects Most of the students, especially the kindergarteners, have low fine motor function. If a project requires cutting out The primary focus of the lesson is not cutting. Therefore, if the cutting has already been done for the students,
several small pieces, the pieces will be cut out prior to the lesson and given to the students. we can move along to the material of the lesson that is of importance. Tasks Visually Model Many times, the students will not understand verbal directions. In order for the students to understand what is being asked of them, I will visually model the task to the students. By allowing the students to see a teacher exemplar as well as watching myself create the exemplar, the students understand the order of the task as well as what is expected of them.
National Sexual Health Strategy documentation Recommended standards for Sexual health Services. Department of Health website Department of Health Chlamydia screening programme website SIGN guidelines. Available online National Institute for Clinical Excellence (NICE) guidelines Medical Foundation for Aids and Sexual Health (MEDFASH) The Obstetrician and Gynaecologist journal Appendix to Curriculum Module 15 – Details of Knowledge Criteria Fertility control methods Natural family planning (physical, Persona®) Barrier (condom: male and female), diaphragm, caps] Chemical Hormonal methods (including pharmacodynamics and metabolic effects) oral, transdermal, subdermal, intramuscular, intrauterine Male and female sterilisation Intrauterine contraception, (copper-containing, progesterone-containing) Reversal of sterilisation Postcoital methods (progestogen, intrauterine contraceptive devices) Advances in contraception (including male reversible) Termination of pregnancy Pre-procedure consultation/assessment Estimation of maturity Method options/choice STI screen and prophylaxis Counselling and support Techniques Methods (manual vacuum aspiration, suction evacuation of uterus, dilatation and evacuation, medical termination) Complications of procedures
Unplanned/unwanted pregnancy Contraceptive failure method iatrogenic User Non-use of contraception due to e.g. social factors cultural factors sexual/ domestic abuse poor service access/delivery Socio-economic consequences of deprivation Population trends Management options Abortion Adoption Keep baby Sexually Transmitted Infections including HIV/ AIDS Transmission Clinical features Detection Prevention Treatments Test of cure Contact tracing Health advisors Genitourinary medicine services Screening programmes Specific conditions Chlamydia HIV Parasitic infections Fungal infections Contraceptive supplies on discharge Aftercare Contraception Sexual health Counselling and support Other issues Age Consent Confidentiality Legality Special needs and vulnerable groups Service organisation High risk groups for sexual poor health ‘Hard to reach’ groups (asylum seekers, homeless and rootless, commercial sex worker, substance abusers, mental illness) Adolescents Vulnerable adults Learning disability Socio-economic deprivation Negative psychosocial impact of STIs, in particular HIV/AIDS Importance of networks and multi-agency working Gender dysphoria Sexual problems The anatomy and physiology of sexual response The psychogenic aetiology and presentation of common sexual problems such as loss of sexual interest and arousal, vaginismus, anorgasmia The effect of age, cultural influences, illness and on sexual behaviour and performance The principles of psychosexual counselling Sexual problems in special needs groups such as physical and learning disability Covert presentations of psychosexual problems and childhood sexual Referral pathways to expertise in the field of psychosexual medicine and sexual dysfunction
Core Module 16: Early Pregnancy Care Learning outcomes: To understand and to demonstrate appropriate knowledge, skills and attitudes in relation to early pregnancy loss Knowledge criteria GMP Clinical competency GMP Professional skills and attitudes GMP Training support Evidence/assessment Epidemiology, aetiology, pathogenesis and clinical features of miscarriage Trophoblastic disease and ectopic pregnancy Medical management of ectopic pregnancy Indications and limitations of Investigations: endocrine anatomical immmunological genetic radiological bacteriological Understanding of management options Prognosis after miscarriage(s) and ectopic pregnancy 1,2 Clinical assessment of miscarriage and ectopic pregnancy, Biochemical assessment of early pregnancy Communication of findings Appropriate referral for more complex or detailed evaluation with ultrasound or imaging techniques Surgical, minimal access surgery and non-surgical management of miscarriage and ectopic by appropriate techniques Exhibit technical competence surgically, and make appropriate operative decisions 2,3 Demonstrates the ability to communicate effectively with patients and relatives Has the ability to break bad news and appreciate and describe the possible long term consequences for the woman in a sensitive manner Has the desired skills necessary to counsel patients in an acute and outpatient environment Demonstrates the ability to communicate findings to patients and health care professionals using appropriate terminology at the time of pregnancy loss Has the skills to work with other healthcare professionals to achieve better patient outcomes Has the ability to recognise limits of own competence and develop the skills to refer appropriately 3,4 3,4 3,4 2,3 Basic Practical Skills Course (RCOG approved) StratOG.net: Gynaecological Problems and Early Pregnancy Loss Management of Early Pregnancy Loss RCOG guideline. RCOG website. The Obstetrician and Gynaecologist journal Association of Early Pregnancy Units website Recommended terminology: surgical management of miscarriage (SMM) - Meetings attended Case reports Reflective diary Audit project Mini CEX CbD MRCOG Part One MRCOG Part Two MRCOG Part Three OSATS Laparoscopic management of ectopic pregnancy Core Module 16 Logbook Competence Basic level Intermediate level Advanced level Not required Level 1 Level 2 Level 3 Date Signature Date Signature Date Signature Miscarriage:
APPRAISAL Understand the difference between appraisal, assessment and performance review Understand the importance of an appraisal and the qualities of a good appraiser Know the advantages and disadvantages of different study methodologies (quantitative and qualitative) for different types of questions at appraisal Know the principles of appraisal and the structure of the appraisal interview Understand the principles of mentoring Understand levels of evidence and quality of evidence 1 Perform effective appraisal Assess objectivity in appraisal and use of a methodical, structured approach Analyse information relating to performance from a range of sources Take action early on to improve performance Take responsibility for tackling difficult issues Build learning from experience in to future development plans 1,3,4 Acknowledge and respect cultural diversity Demonstrate the ability to deal with conflict Have the ability to deal with a trainee in difficulty and a difficult trainee Act as mentor 3 1,3 1,3 StratOG.net: The Obstetrician and Gynaecologist as a Professional. Appraisal, Mentoring and Reflective Practice e-tutorials StratOG.net: The Obstetrician and Gynaecologist as a Teacher and Researcher. Assessment e-tutorial Local educational session Appraisal and assessment Equal opportunity training Logbook Reflective diary MSF (TO1 and TO2) Log of experiences CbD Personal development planning ASSESSMENT Understand the difference between appraisal and assessment Understand the reasons for assessment Know different assessment methods and when to use them appropriately Be aware of the differences between formative and summative assessment 1 Perform appropriate assessments Use appropriate assessment methods Take responsibility for own workplace-based assessment and Conduct thorough, constructive workplace-based assessments for junior colleagues Take a responsibility in collecting suitable evidence to the meet the requirements of recertification and revalidation 1,3 Have the ability to assess performance honestly and objectively Acquire the necessary skills to give constructive and effective feedback 1,3,4 Training the Trainers Course Local educational session StratOG.net: The Obstetrician and Gynaecologist as a Teacher and Researcher. Assessment Logbook Reflective MSF (TO1 and TO2) Log of experiences CbD Personal development planning
Publishing Nonfiction on Spirituality benebell wen Module 2 Completing Your Manuscript Manuscript Progress Log I use a manuscript progress log to keep me on track of my weekly target word count and toward completing the book by the target deadline. This may seem OCD and if this level of logging seems excessive to you, then it may not be for you. For me, it is exactly what facilitates the achievement of my goals and set objectives. I urge you to set a routine writing schedule. If you have never followed a writing schedule before, then it may take some time to get into, just like fitness and working out, but once you’ve established that routine, the amount of progress you can make with writing will be unbelievable. Here is an example of how I might fill out the progress log. Note that my daily target word count was 1,500. The subsequent progress log template will presume you’re going to opt for 1,000 words per week, and that you are logging your progress weekly rather than daily, which is what I did/do. Daily Word Count Target: 1,500 Target Word Count: 100,000 Date Target Word Count Subtotal Actual Word Subtotal Content Worked On Today 01/01/15 1,500 2,000 Finished the introduction. 01/02/15 3,000 2,400 Edits to intro. Started Chapter 1. 01/03/15 4,500 6,003 Completed Chapters 1, 2, and started on 3. 01/04/15 6,000 7,033 Revisited chapters to edit and expand. 01/05/15 7,500 12,001 Did lots of work today. Worked on an appendix. 01/06/15 9,000 12,001 (Did not work on ms today.) 01/07/15 10,500 12,001 (Did not work on ms 01/08/15 12,000 12,001 (Did not work on ms today.) 01/09/15 13,500 12,500 Edited chapters 1, 2, and 3.
18 18,000 19 19,000 20 20,000 21 21,000 22 22,000 23 23,000 24 24,000 25 25,000 26 26,000 27 27,000 28 28,000 29 29,000 30 30,000 31 31,000 32 32,000 33 33,000 34 34,000 35 35,000 36 36,000 37 37,000 38 38,000 39 39,000 40 40,000 41 41,000 42 42,000 43 43,000 44 44,000 45 45,000
46 46,000 47 47,000 48 48,000 49 49,000 50 50,000 51 51,000 52 52,000 53 53,000 54 54,000 55 55,000 56 56,000 57 57,000 58 58,000 59 59,000 60 60,000 61 61,000 62 62,000 63 63,000 64 64,000 65 65,000 66 66,000 67 67,000 68 68,000 69 69,000 70 70,000 71 71,000 72 72,000 73 73,000
74 74,000 75 75,000 76 76,000 77 77,000 78 78,000 79 79,000 80 80,000 81 81,000 82 82,000 83 83,000 84 84,000 85 85,000 86 86,000 87 87,000 88 88,000 89 89,000 90 90,000 91 91,000 92 92,000 93 93,000 94 94,000 95 95,000 96 96,000 97 97,000 98 98,000 99 99,000 100 100,000
If you are using Microsoft Word on a PC, then you can automatically alphabetize your word list by highlighting the entire list, and then clicking the “Sort” option. See the screen shot below and the button circled in red over on the right. After hitting that button, there will be a prompt to set how you want to sort the text. See below. While writing Tao of Craft, my running word list at some point might have looked like this: Bao Puzi Bei Di Ben Ming Nian Bu Dai Celestial Master Zhang Celestial Thunder Magic Divine [n.] dharani Earth earthly branch Fang Shi Fang Shu fenghuang feng shui Five Celestials of Wealth Five Emperors You’ll note above that some keywords are italicized. That means every time that word appears in the manuscript, I should italicize it. Preserving style, capitalization, etc. exactly as it should be every time the word appears in text will make copyediting much easier later on down the road. In my word list for Tao of Craft, I included the Chinese equivalent next to the English. The “[n.]” next to the word “Divine” is to indicate that the word is capitalized only when used as a noun. That is another consideration to include in your word list. In Holistic Tarot, for example, after the keyword “Judgement” I would include notation in brackets to reference the tarot card Key 20, and how “Judgement” is spelled on the card. E.g., Judgement [tarot card]. Your word reference list should definitely use any and all foreign words that appear in your book, and whether these words should appear in regular font or italicized, and note any applicable diacritical (or accent) marks. Other examples include whether to use a hyphen. Will it be “e-mail” or “email” throughout your book? A mistake I made writing Holistic Tarot was not keeping a word list. Having no word list meant that sometimes I kept “tarot” all lowercase and other times I would absent-mindedly capitalize it as “Tarot.” It also meant sometimes, if I forgot the correct spelling of a notable figure’s name, I would end up wasting quite a bit of time hunting through old notes, papers, and a stack of books (or even trying to type in misspellings of the name into online search engines) to find the correct spelling. A word list will save you
Is today’s date after January 1, 2015? with U.S. copyright laws applicable after January 1, 2015. YES Continue to Question [ 3 ] NO or I DON’T KNOW [ 2 ] Was the work first published in the U.S. before 1923? YES AS OF 01/01/2015, IT IS IN THE PUBLIC DOMAIN Continue to Question [ 4 ] NO or I DON’T KNOW [ 3 ] Was the work first published outside the U.S. before 1923? YES AS OF 01/01/2015, IT IS IN THE PUBLIC DOMAIN Continue to Question [ 5 ] NO or I DON’T KNOW [ 4 ] Was the work first published in the U.S. between 1923 and 1963 with a copyright notice, but with no copyright renewal? YES AS OF 01/01/2015, IT IS IN THE PUBLIC DOMAIN (Because Author allowed the copyright to expire) Continue to Question [ 6 ] NO or I DON’T KNOW [ 5 ] Was the work first published (U.S. or elsewhere) between 1923 and 1977 with no copyright notice? YES AS OF 01/01/2015, IT IS IN THE PUBLIC DOMAIN (Because Author failed to comply with copyright laws in effect at the time) NO or I DON’T KNOW [ 6 ] Is it an unpublished, unregistered work and the author died before 1945? YES AS OF 01/01/2015, IT IS IN THE PUBLIC DOMAIN There are about a dozen more specific instances where a work would be considered in the public domain, so you’ll want to consult an attorney about your case-specific copyright question. Otherwise, broadly speaking, the work in question is probably still under copyright, so to use that work, you’ll need to obtain permission or a license.
Date spotted: Date spotted: Date spotted: Date spotted: Date spotted: Date spotted: Date spotted: Date spotted: List of Key Road Safety Terms Casualty – fatality or serious injury resulting from a road crash Children’s crossing – a crossing near a school that is active only when the flags are displayed Crash – a violent collision causing harm or damage Distraction – something that reduces concentration and attention Fatality – a as a result of a crash Footpath – a narrow path for a person on foot Force – the acceleration of a body in the direction of its application Friction – the generated between two surfaces when they rub or move over each other Greenhouse gases - any of the atmospheric gases that contribute to the greenhouse effect Hazard – something in the traffic or road environment that could cause risk or harm Intersection – a place where two or more roads meet Kerb – raised concrete lip at the edge of the roadway – the section of road between two intersections Pedestrian – a person travelling on foot Pedestrian crossing – a designated point in the road where there is a means to assist walkers to cross, such as traffic signals or warning signs Public transport – trains, trams or buses, including school buses Restraints – seatbelts and similar devices designed to keep people from being thrown around in a vehicle during a crash or when braking suddenly Road – a public way for road Road markings – and markings on the road to guide traffic and road users Road trauma – the serious injury or shock to the body as a result of a collision or crash Safety door – the left side (kerbside) rear door of a car Serious injury – an injury that requires a person to be taken to hospital Shared pathway – a path where people travelling by different modes can travel together, such as pedestrians and cyclists Speed – the distance travelled divided by the time it takes Stop, Look, Listen, Think – a systematic procedure designed for pedestrians to use when crossing roads and railway lines Stopping distance – the total distance that a vehicle travels to come to a stop once the driver realises that the vehicle has to stop Travel mode – different ways of travelling, e.g. walking, riding, driving, public transport Traffic signals/signs – a light, sign or other signal used to control or manage traffic or to provide information to road users Verge – the extreme edge of the road
Ground rules Turn off your cell phones. By “participate fully,” we mean being willing to do each of the activities. It also means putting away distractions so you can be focused and take in this training. To keep us on time, I’ll be signaling you when we need to stop an activity. I’ll let you know by [indicate how you’ll signal participants—voice, hand, chime, etc.] Please be willing to stop even if you are not finished. And, please come back from breaks on time because we’ll be starting promptly. We encourage comments at appropriate in the training. Because of time constraints, we ask that you please hold longer or unrelated comments, questions or opinions until breaks or after the training. Are you willing to follow these ground rules? [Ask for participants to affirm by a show of hands.] [End of Deletion if you are training multiple modules] slide 3 Approx. 1 min Total time: 7 min Core Concept Training format Here is our agenda for Contacting Your Policymaker so you'll know what to expect: 1st, we'll talk the importance of writing emails and making phone calls; 2nd, we'll give you some quick tips; 3rd, we'll share an example of a personalized email and a quick email. After that, we'll take a closer look at what makes an email effective, write our own personalized email and get feedback during a practice. Then, we’ll share examples of phone calls, take a look at what makes a phone call more powerful and practice in pairs. slide 4 Approx. 1 min Total time: 8 min Core Concepts We’ll begin by reviewing why people who care about mental health should be writing emails and making phone calls to elected officials. If you’ve taken Telling Your Story, you’ll recognize this. The answer is simple: It’s because every American who experiences mental illness deserves the opportunity to experience recovery.
Worksheet 2 Evidence covers assessment criteria 2.1, 2.4 What are the key principles of work? Why do groups form? Why do people join groups? Worksheet 3 Evidence covers assessment criteria 2.2 Group Development Model Explain the stages How does this model work in a group work situation?
HelpAge International and International Federation of the Red Cross and the Red Crescent (2011). Guidance on including older people in emergency shelter programmes. A booklet that provides a framework for the different phases of a shelter programme (temporary, transitional and permanent) with guidelines for including older people in shelter programmes. Availability: printed in English and downloadable as a pdf Contact: Available at: HelpAge International and (2008). Note on Communicating with Older People, 10 July 2008 Authored by Erb. Availability: Downloadable as a word document in English Contact: http://www.humanitarianresponse.info/themes/age Available at: HelpAge International and UNFPA (2011). Manual for MIPAA plus 10 Bottom-Up, Participatory Approach. “The voices of older persons. A contribution to the State of the State of the World’s Older Persons, 2012”. Availability: printed and downloadable as a pdf Contact: http://www.helpage.org/ Available at: HelpAge International / IASC (2008). Humanitarian action and older persons: an essential brief for humanitarian actors. An important advocacy paper on humanitarian assistance and older people developed by a wide range of humanitarian actors. Availability: printed in English and downloadable as a pdf Contact: http://www.helpage.org/ Available at: Humanitarian Response (2011). Age and emergencies: key things to know. Tip sheet on dealing with older people in emergencies. Availability: Downloadable as a word document in English Contact: Available at: IASC Nutrition Cluster (2008). A tool kit for addressing nutrition in emergency situations. The toolkit describes tools and approaches representing the current thinking in nutrition. The toolkit does not provide information on measuring nutritional status, rapid assessments, needs assessments, early warning or evaluating interventions. It provides the what, why, when, and how for different nutrition interventions, including basic monitoring benchmarks and expected standards. The toolkit offers guidance and support for nutritionists and humanitarian workers to ensure that basic guidelines are followed and the basic nutritional needs of populations in emergencies are met. It is not intended to be an exhaustive resource for each intervention presented, but rather an overview for interventions to be considered with references and links to more detailed technical guidance for each issue.
Table : Example consequence scales and success criteria for a local Council (AGO, 2006) Rating Success Criteria Public Safety Local economy and growth Community and lifestyle Environment and sustainability Public administration Other success criteria Catastrophic Large number of injury or loss of life Regional decline leading to widespread business failure, loss of employment and hardship The region would be seen as very unattractive, moribund and unable to support its community Major widespread loss of environmental amenity and progressive irrecoverable environmental damage Public administration would fall into decay and cease to be effective A level that would constitute a complete failure Major Isolated instances of serious injury or loss of life Regional stagnation such that businesses are unable to thrive and employment does not keep pace with population growth Severe and widespread decline in services and quality of life within the community Severe loss of environmental amenity and a danger of continuing environmental damage Public administration would struggle to remain effective and would be seen to be in danger of failing completely A level that would constitute a major problem close to complete failure Moderate Small number of injury Significant general reduction in economic performance relative to current forecasts General appreciable decline in services Isolated but significant instances of environmental damage that might be reversed with intensive efforts Public administration would be under pressure on several fronts A significant issue which may be reversed with major efforts Minor Serious near misses or minor injuries Individually significant but isolated areas of reduction in economic performance relative to current forecasts Isolated but noticeable examples of decline in services Minor instances of environmental damage that could be reversed Isolated instances of public administration under severe pressure No significant harm, but should be considered to prevent further escalation Insignificant Appearance of a threat but no actual harm Minor shortfall relative to current forecasts There would be minor areas in which the region was unable to maintain its current services No environmental damage There would be minor instances of public administration being under more than usual stress but it could be managed A level that would attract no additional attention or resources
Intersection – a place where two or more roads meet Kerb – raised concrete lip at the edge of the roadway Mid-block – the section of road between two intersections Pedestrian – a person travelling on foot Pedestrian crossing – a designated point in the road where there is a means to assist walkers to cross, such as traffic signals or warning signs Public transport – trains, trams or buses, including school buses Restraints – seatbelts and similar devices designed to keep people from thrown around in a vehicle during a crash or when braking suddenly Road – a public way for road users Road markings – and markings on the road to guide traffic and road users Road trauma – the serious injury or shock to the body as a result of a collision or crash Safety door – the left side (kerbside) rear door of a car Serious injury – an injury that requires a person to be taken to hospital Shared pathway – a path where people travelling by different modes can travel together, such as pedestrians and cyclists Speed – the distance travelled divided by the time it takes Stop, Look, Listen, Think – a systematic procedure designed for pedestrians to use when crossing roads and railway lines Stopping distance – the total distance that a vehicle travels to come to a stop once the driver realises that the vehicle has to stop Travel mode – different ways of travelling, e.g. walking, riding, driving, public transport Traffic signals/signs – a light, sign or other signal used to control or manage traffic or to provide information to road users Verge – the extreme edge of the road Vehicle – a device for transporting persons or things, such as a car, train, tram, bus, motorcycle or bicycle. crossing – a pedestrian crossing with painted thick white lines on the road, usually with ‘walking legs’ signs and sometimes amber flashing lights. USEFUL WEBSITES Road Safety Education Victoria - Road Safety Victoria - Transport Accident Commission (TAC) - VicRoads - Victoria Police - DEECD - RACV - Public Transport Victoria -
B: Learning outcomes (outcomes-based) Lectures Drill and practice Testing Immediate feedback Positive and negative reinforcement (grades, praise, etc.) Recalling facts Motivated to learn through positive and negative reinforcement Absorbing information Performing procedures Rote memorization Developing skills necessary to perform procedures and tasks Lectures Chunking content Graphic organizers; charts Pre-tests/post-tests Mnemonic devices; visual aids Hands-on activities Solving problems Organizing information Recalling knowledge and building on it to produce new knowledge Breaking down complex problems into components
Cues, questions Mini-lectures Scaffolding (zone of proximal development) Debates Role-playing Case studies Peer instruction Experiential learning Pair and group work Discussing Reflecting Questioning Creating new knowledge based on prior knowledge and personal experiences Role-playing Solving problems Collaborating with peers
Understand how to plan and analyse a research project Understand statistical methods Know the principles of research ethics and conflicts of interest Outline the GMC guidance on good practice in research Know about local and national research guidelines Know the principles of research governance. Describe how clinical guidelines are produced Demonstrate a knowledge of research principles Outline the principles of formulating a research question and designing a project Comprehend principal qualitative, quantitative, biostatistical and epidemiological research methods Demonstrate good verbal and written presentations skills Have knowledge of research methods and how to evaluate scientific publications including the limitations of different methodologies for collecting data Define the role of the Caldicott Guardian and Information Governance lead within an institution, and outline the process of attaining Caldicott approval for audit or research 3 Use critical appraisal skills and applies when reading literature Demonstrate the ability to a scientific paper Apply for appropriate ethical research approval Demonstrate the use of literature databases Understand the difference between assessment and unit-based studies and is able to evaluate outcomes for epidemiological work Be aware of the issues underlying plagiarism and how this relates to the duties of a doctor Follows guidelines on ethical conduct in research and consent for research Shows willing to encourage and take part in research Be aware of situations where patient consent, where desirable, is not required for disclosure e.g. serious communicable diseases, public interest StratOG.net: The Obstetrician and Gynaecologist as a Teacher and Researcher Introduction to Research Methodology RCOG book Reflective diary Presentations of research Log of experiences
PATIENT PUBLIC INVOLVEMENT Understand the principles of patient and public involvement Involve patients in decision making Know about quality improvement methodologies including a range of methods for obtaining feedback from patients and the public 1,2 Undertake a project on patient and public involvement With respect to management and leadership, consider the involvement of the public and patients in decision-making 1,2 Aim to practice patient-centred care at all Involve patient/carers in decision making at all times Demonstrate skill in information giving at a level the patient will understand 3,4 Local courses NHS Direct website Observation of clinical practice Patient surveys Project on patient involvement Core Module 3 Logbook Competence level Basic level Intermediate level Advanced level Not required Level 1 Level 2 Level 3 Date Signature Date Signature Date Signature Audit Perform an audit Clinical governance Prepare or revise a guideline or care pathway Adopts a structured approach to managing complaints OM Appraisal Participate in NHS appraisal
Enclosure F Schedule 541 - Sample Pricing Proposal Template Contractors Name: Labor/Service Pricing (see Enclosure G for instructions) SIN(s) PROPOSED SERVICE/ PROPOSED (e.g. Job Title/Task) COMMERCIAL PRICE LIST (CPL) OR MARKET PRICES UNIT OF (e.g. Hour, Task, Sq ft) MOST FAVORED CUSTOMER (MFC) DISCOUNT OFFERED TO MFC (%) MFC PRICE DISCOUNT OFFERED TO GSA (off CPL or Market Prices) (%) PRICE OFFERED TO GSA (excluding IFF) PRICE OFFERED TO GSA (including IFF) Supporting Invoice number 541-1 Project Manager $150.00 Hourly All Commercial Customers 5% $142.50 10% $135.00 $136.02 xxxxx Other Direct Costs (See Enclosure H for instructions) Products, Services and Labor acquired from a third party. Other Direct Costs are established at Not-To-Exceed Amounts. SIN(s) PROPOSED SUPPORT PRODUCT/ LABOR (ODCs) COMMERCIAL PRICE EXCLUDING MARKUP UNIT OF ISSUE (e.g. Hour, Task, Sq ft) MOST FAVORED CUSTOMER (MFC) COMMERCIAL MARKUP (%) COMMERCIAL PRICE INCLUDING MARKUP MARKUP OFFERED TO GSA (%)* CEILING PRICE/RATE OFFERED TO GSA (excluding IFF) CEILING PRICE/RATE OFFERED TO GSA (including IFF) SUPPORTING INVOICE NUMBER 541-1000 and/or 541-2000 Photographer $100.00 Hourly All Commercial Customers 10% $110.00 5% $105.00 $105.79 123456
Step 7: Arrange on-site accommodations: You need a place for people to go to the restroom, and darting in and out of local businesses isn’t always going to cut it. If public toilets aren’t readily available at your venue, rent both regular and handicapped accessible portable toilets. Make sure you understand when the toilets will be serviced as part of the contract. Some police departments will provide traffic direction, cones, and signs at no charge. You may, however, have to supply volunteers to act as traffic directors and crossing guards, or make your own traffic signs. Plan the setup and pickup of any sound system or structures such as seating or a stage if you are planning to have entertainment. Arrange for entertainment, be it speakers, performances, or even a flash mob. Vet the acts and comments before the demonstration. You shouldn’t leave trash behind, so you need to make sure that you have enough receptacles on site. Some city and county sanitation departments will drop off and pick up additional receptacles at no charge. Some sanitation departments will also provide and pick up recycling containers. If you’re going to have props, bring whatever posters, banners, tape, pen, markers, and other supplies you might need to the venue. Keep in mind that some permits contain regulations on sign sizes and material. Step 8: Prep your volunteers and participants. Your volunteers are your eyes, ears, and at the event, so you should make sure that they know what they’re doing. Ensure that they understand their roles and have them do a walk-through of the venue a few days before the event to familiarize themselves with the layout. On the day of the event, make sure that all key volunteers have each other’s’ cell phone numbers and that their phones are turned on during event. You may also consider having your volunteers download an app like “Signal” that allows private conversation between volunteers. For larger events, walkie-talkies can be useful. Prior to event, participants should be aware of program agenda as well as all other venue requirements. They should know whether pets are allowed and have guidelines for making and bringing their own posters and signs with the recommended target message. Practice what chants and songs you will do with your participants and make sure they know who will lead them. Ask them to wear certain colors, similar clothing or bring message props. Double-check spelling and make sure that nobody holds their sign upside down--those little errors are viral media nirvana.
Lesson Outline: Estimated Dates Actual Dates Topic(s)/Section Homework Completed? Y or N 9/14 – 9/15 Lesson 3.1: Rational Numbers and Decimals Workbook pgs. 64 – 65 #1-17 odd; #18; #24-25 9/16 – 9/17 Lesson 3.2: Adding Rational Numbers Workbook pgs. 72 – 73 #1-25 odd 9/18; 9/21 Lesson 3.3: Subtracting Rational Numbers Workbook pgs. 79 – 80 #1-19 odd 9/22 – 9/23 Lesson 3.4/3.5: Multiplying/Dividing Rational Numbers Workbook pgs. 86 #1-17 odd Workbook pg. 92 #1-11 odd 9/24 – 9/25 Lesson 3.6: Applying Rational Number Operations Workbook pgs. 98 – 100 #1-13 odd 9/28 – 9/29 Module 3 Review Module 3 Assessment Review Sheet 9/30 – 10/1 Assessment on Module 3 Important Vocabulary Additive Inverse Negative Numbers Pattern Positive Numbers Rational Number Repeating Decimal Terminating Decimal Whole Numbers Student Objectives: rational numbers as decimals. Perform operations with rational numbers fluently. *As the end of the chapter approaches, highlight any objectives that you have not yet mastered and do additional problems on your online textbook from the MATH PERSONAL TRAINER in lesson(s). Additional Web Resources: Math personal trainer and videos of review and additional math problems Login: 55S(Student #) Password: FL09012001 initial, last initial and birthday including full year) Tutorials on all math topics Fsassessments.com Practice Tests and Student and Parental Resources*
1. Agriculture, Food & Natural Resources () Research new ways to produce food () Care for animals () Set up traps to catch crabs, lobster, or shellfish () Manage a farm () Maintain planted areas of trees, flowers, or shrubs _____ Total 2. Architecture & Construction () Design, build, or remodel homes () Survey roads, property lines, and bridges () Build roads or bridges () Install electrical wiring in a building () Install plumbing and bathroom _____ Total 3. Arts, A/V Technology & Communications () Write stories or plays () Broadcast programs on TV or () Design a web page () Play in a band, orchestra, or music group () Operate equipment used in and TV _____ Total 4. Business, Management & Administration () Type or write reports () Prepare tax records for people or companies () Manage a store () Work with computers () Answer the telephone and greet customers Total 5. Education & Training () Teach students to read () Take care of young children () Research test data () a Yoga class () Coach a team _____ Total 6. Finance () Keep track of money () Sell insurance to people () Manage a bank department () Prepare financial records for people or companies () Help people invest their money Total 7. Government & Public Administration () Plan a skate park () Direct a social service agency () Participate in fund raisers () Make regulations to protect the environment () Develop bills to become laws _____ Total 8. Health Science () Examine people and give them medical treatment () Give first aid to patients in an ambulance () Help an injured person learn to walk again () Process medical records and correspondence () Read an X-ray Total
individual and collaborative processes as an independent learner Students: support the learning of others by objectively assessing strengths and needs as learners and offering constructive feedback as appropriate use critical and constructive feedback from others to improve learning, including their composing and responding assess the strengths and weaknesses of their own compositional style and improve compositions as a result of the process of reflection EN12-1 independently responds to and composes complex texts for understanding, interpretation, critical analysis, imaginative expression and pleasure Students: analyse and assess the ways language features, text structures and stylistic choices points of view and influence audiences EN12-5 thinks imaginatively, creatively, interpretively, analytically and discerningly to respond to and compose texts that include considered and detailed information, ideas and arguments Students: use the information and ideas gathered from a range of texts to Pre-viewing activities Reading: Students read ‘A (filmic) space between black and white’ by Jane Mills, on the artistic and social landscape in which One Night the Moon was created. Students consider the importance of the ideas raised in the article, and how representations of Aboriginal identity in Australia may have changed since 2001. Discussion: The teacher leads a brainstorm on the concept ‘Australian Identity’. In discussing their ideas, students consider: iconic images of what it means to be Australian personal vs group perceptions of Australian identity factors that influence the creation of the Australian identity. Reflecting: Students consider the nature of the ‘Australian identity’, and how it includes or excludes personal identity. Students compose a written reflection drawing on the discussion above as well as the ideas expressed through the reading and viewing tasks in the unit so far. ‘A (filmic) space between black and white’,
Appendix A - Logic Model Template - Monitoring and Evaluation Framework INPUTS (human, financial, organizational, & community resources available to direct toward doing the work) Monitoring Component ACTIVITES (processes, tools, events, technology, & actions that are an intentional part of implementation, used to bring about intended changes or results) Monitoring Component OUTPUTS (direct products of activities & may include types, levels & targets of services to be delivered by the organization) Evaluation Component OUTCOMES (the specific changes in behavior, knowledge, skills, status and level of functioning, and these are the earlier effects of the program) Evaluation Component IMPACTS (the specific changes in behavior, knowledge, skills, status and level of functioning, and these are the long-term effects of the program) Evaluation Component CONTEXTUAL FACTORS (i.e. community context, cultural context, fiscal context, etc. in which the program exists):
3. in coil B, = = - 500 × = -500 × = -200 V M = = = 0.5H # A circuit consists of 2 parallel resistors having resistances 20Ω and 30Ω respectively, connected in series with a 15Ω resistor. If the current through 30Ω resistor is 1.2A, Find Currents in 20Ω and 15Ω resistors (ii) The voltage across the whole circuit (iii) voltage across 15 Ω resistor and 20 Ω resistor (iv) total power consumed in the circuit. [Dec 2014/Jan2015] Solution : Voltage across 30 Ω is = I R = 1.2 × 30 = 36V Current in 20 Ω is = V/R = 36/ 20 = 1.8 A (Since 20 Ω and 30 Ω are in parallel) Total current in the circuit is = 1.8 +1.2 = 3 A Voltage in 15 Ω is = 3 ×15 = 45 V Total voltage is = 45 +36 = 81 V in the circuit is = VI = 81 ×3 = 243 W # A coil consists of 600 turns and a current of 10A in the coil gives rise to a magnetic flux of 1mWb.Calculate (i) self-inductance (ii) induced emf (iii) energy stored when the current is reversed in 0.01second. [Dec 2014/Jan2015] L = = = 0.06 H e = -L = - 0.06 (-10-10)/0.01 = 120V Energy stored = = (1/2)* (0.06)* 102 = 3 J
2. Fleming’s Left hand rule: This rule in deciding the direction of force acting on a conductor. Hold the left hand thumb, fore finger and the middle finger set at right angles to each other and the thumb points the direction of the force acting on the conductor and the direction of the fore finger points the direction of the magnetic field and the middle finger points the direction of the current in the conductor The emf induced in a coil due to change of flux linked with it (change of flux is by the increase or decrease in current) is called statically induced emf.Transformer is an example of statically induced emf. Here the windings are stationary, magnetic field is moving around the conductor and produces the emf.
EVASYS MODULE EVALUATIONS Accessing the Engagement Portal The Engagement Portal is used by Module Leaders to monitor live response rates during the survey window and complete Module Reflections and Module Reviews after the results have been received. To access the Engagement Portal: Go to Click on ‘Login with Uni-ID’. If on campus, you will not need to login. If off campus, please login with your email address and password. On the landing page, click on the ‘Portals’ tab in the top left corner and select ‘Engagement Portal’ from the drop-down list. On the Engagement Portal, make sure you use the ‘Open Surveys’ tab whilst the surveys are taking place, and the ‘Closed Surveys’ tab after the surveys have closed. If any of your modules are missing, please contact
Appendix E – Logic Model Example INPUTS (human, financial, organizational, & community resources available to direct toward doing the work) Monitoring Component ACTIVITES (processes, tools, events, technology, & actions that are an intentional part of implementation, used to bring about intended changes or results) Monitoring Component OUTPUTS (direct products of activities & may include types, levels & targets of services to be delivered by the organization) Evaluation Component OUTCOMES (the specific changes in behavior, knowledge, skills, status and level of functioning, and these are the earlier effects of the program) Evaluation Component IMPACTS (the specific changes in behavior, knowledge, skills, status and level of functioning, and these are the long-term effects of the program) Evaluation Component Program Goal Program Objectives Program Standards Stakeholders Children and their Parents Program Staff Leadership Funders Partners Funding Infrastructure Equipment Supplies CONTEXTUAL FACTORS (i.e. community context, cultural context, fiscal context, etc. in which the program exists):