zilongwang/ReadingBank huggingface dataset:
The risks of ITDD is: Loss of power Loss of bladder and bowel sensation Discrete areas of loss of skin sensation that can lead to pressure sores. Referral for ITDD is from existing palliative care patients for whom pain is uncontrolled despite best practice and/or there is untolerabel side effects form current meds. This is followed by multidisciplinary assessment where psychological assessment is important. The patient is then provided information and a further MDT discussion is held. Dr Gordon McGinn – Chronic Pain Consultant to the GGC Cancer Service Dr McGinn talked initially the different types of pumps used in ITDD and reported that his service uses the Archimedes. They have audited and evaluated the patients fitted with internal pumps since 2007. The average number of internal ITTD pumps per year is 5. Since 2007 21 patients have had ITDD pumps. 3/21 patients were unable to continue with their pumps due to CSF leak, unable to refill the pumps (with opiate and anaesthetic) or unable to be supported in the community. 16/21 patients used their pumps until death. Physio assessment is completed before and after insertion of pump. The assessment covers pain VAS for sitting, standing and walking, mobility, RoM and power, and the Brief Pain Inventory. Before insertion of pump the average functional pain VAS is 5/10, after pump is fitted it is down to 1/10. Brief Pain Inventory pre is 9/10 and post is 4/10. Pre ITTD mean morphine intake is 1168 mg Post ITTD mean morphine intake is down to 31mg!! Mean length of time with ITTD ranges from 10 days to 292 days. Dr McGinn mentioned at this point that patients need to be fit enough to undergo the procedures required for fitting. Place of death data: 6/16 at home and 3/16 in the cancer centre.
NEW BRUNSWICK PUBLIC SCHOOLS PROFESSIONAL DEVELOPMENT / SCHOOL BUSINESS REQUEST FORM EMPLOYEE INFORMATION – PLEASE PRINT Staff Member’s Name: Location: A substitute will be needed Yes No Principal/Supervisor: PROFESSIONAL DEVELOPMENT DAY Please explain professional day(s) below. Kindly attach documentation. (MAXIMUM: 2 per year/certificated staff, 1 per year/support staff) Professional Development Date(s): FULL DAY AM PM CONFERENCE / EVENT: LOCATION EXPLANATION: SCHOOL BUSINESS DAY MUST BE REQUESTED BY A SUPERVISOR School Business – Out of District Date(s): FULL DAY AM PM Requested by: EXPLANATION: COMPLETED AND SIGNED FORM MUST BE SUBMITTED TO THE PAYROLL OFFICE Staff Member’s Signature: Date: Principal/Supervisor/Administrator’s Signature: APPROVED DENIED Date: Supervisor Of Professional Development Signature APPROVED DENIED Date: Superintendent/Superintendent’s Designee’s Signature: APPROVED DENIED Date: IF DENIED, EXPLAIN WHY:
Table 6: Total water recovery by scenario and community Community Ground water entitlements (GL) Baseline Surface water entitlements (GL) 278 (% recovery of surface water entitlements) 320 B (% recovery of surface entitlements) 320 A (% recovery of surface water entitlements) 320 C (% recovery of surface water entitlements) 345 (% recovery of surface water entitlements) 350 (% recovery of surface water entitlements) 390 (% recovery of surface water entitlements) 415 (% recovery of surface entitlements) Boggabri 0 4 1 5 5 5 7 7 7 9 Bourke 18 100 17 7 17 20 20 15 15 15 Collarenebri 0 46 66 66 66 66 66 66 66 66 Dirranbandi 0 218 20 31 24 36 30 35 42 45 Goondiwindi 0 306 3 7 6 6 8 9 8 9 Gunnedah 66 5 1 5 5 5 7 7 7 9 Moree 33 217 10 11 10 10 10 13 13 14 Mungindi 0 150 5 6 7 7 10 9 9 9 Narrabri 15 20 0 2 1 1 2 4 4 6 Narromine 51 40 32 29 32 19 28 32 32 34 St George 0 216 9 15 12 15 13 9 21 21 Trangie 8 48 34 32 34 22 30 34 34 36 Walgett 0 46 0 1 1 1 2 2 2 3 Warren 0 139 32 29 32 19 28 32 32 34 Wee Waa 86 158 4 8 8 8 10 10 10 12
Almost all pupils enthusiastically embrace a holistic approach to education, have a profound understanding of what it means to have a vocation and they joyfully offer their gifts in the service of others. Mainly via Diocesan Heads of RE meetings Chaplains meetings Whole school or partnership schools INSET is occasionally possible CPD focusing on the Catholic Life of the school occurs frequently and is engaging, well planned and effective. As a result, staff understanding of the school’s mission is outstanding. They share its purpose and are keenly and actively involved in shaping and supporting it. The school provides extensive opportunities for the moral and spiritual development of all pupils and staff. Evidence of the commitment of all staff to the Catholic Life of the school, through their participation in, for example, retreats, staff prayer, Continuing Professional Development (CPD) on Catholic Life. Leaders and governors ensure that the whole curriculum contributes to pupils’ spiritual, moral, and vocation development. Leaders and governors are committed to the Catholic Life and character of the school and commitment to the whole community. Teachers have a high of confidence because of their subject expertise and their understanding of the breadth of teaching methods. Leaders and staff have an extensive understanding of the Church’s liturgical year, seasons and feasts. They are able to always make these accessible to pupils in a contemporary context. They extensively promote pupils planning and leading Collective Worship in a variety of contexts. Fast Day posters Romero cross The school environment reflects its mission and identity through concrete and effective signs of the school’s Catholic character. The school makes its Catholic identity and ethos explicit through the learning environment, chaplaincy and community cohesion. The Catholic ethos and identity of the school is visible to its members and to external visitors through the quality and centrality of its displays, its sacred spaces and its artefacts.
Appendix 2: Consultation questions Question 3.1.1: Do you agree, as a general principle, that food derived from organisms containing new pieces of DNA should be captured for pre-market safety assessment and approval? Should there be any exceptions to this general principle? Question 3.1.2: Should food from null segregant organisms be excluded from and approval? If yes, should that exclusion be conditional on specific criteria and what should those criteria be? If no, what are your specific safety concerns for food derived from null segregants? Question 3.1.3: Are foods from genome edited organisms likely to be the same in terms of risk to foods derived using chemical or radiation mutagenesis? If no, how are they different? If yes, would this apply to all derived food products or are there likely to be some foods that carry a greater risk and therefore warrant pre-market safety assessment and approval? Question 3.2: Are you aware of other techniques not currently addressed by this paper which have the potential to be used in the future for the development of food products? Should food derived from other techniques, such as DNA methylation, be subject to safety assessment and approval? Should food derived from other techniques, such as DNA methylation, be subject to pre-market safety assessment and approval? Question 3.3: Do you think a process-based definition is appropriate as a trigger for approval in the case of NBTs? If no, what other approaches could be used? If yes, how could a process-based approach be applied to NBTs? Are there any aspects of the current definitions that should be retained or remain applicable? Question 3.4: Are there other issues not mentioned in this paper, that FSANZ should also consider, either as part of this Review or any subsequent Proposal to amend the Code?
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1/2 × 999,999,999 15/4 × 999,999,999 0.67× 999,999,999 5.NF.5 Comparing a number and a product Decide which number is greater without multiplying. 817 or 235×817 99 or 1/4×99 51/100 or 51/100×301 13/90 or 2/3×13/90 101/102 or 101/102×101/102 99/5 or 99/5×1/2 8/21×40 or 28/21×40 8/3×5/7 or 8/3×9/4 5.NF.5 Fundraising Cai, Mark, and Jen were raising money for a school trip. Cai collected times as much as Mark. Mark collected 2/3 as much as Jen. Who collected the most? Who collected the least? Explain. 5.NF.5 Grass Seedlings The students in Raul’s class were growing grass seedlings in different conditions for a science project. He noticed that Pablo’s seedlings were times a tall as his own seedlings. He also saw that Celina’s seedlings were 3/4 as tall as his own. Which of the seedlings shown below must belong to which student? Explain your reasoning. 5.NF.5 Reasoning about Multiplication Your classmate Ellen says, When you multiply by a number, you will always get a bigger answer. Look, I can show you. Start with 9 Multiply by 5 . 9×5=45 The answer is 45 and 45>9 45 is bigger than 9
The history of treaty processes in has gone through several stages. This activity will give you the opportunity to look at specific treaties (and the context surrounding them). You and a partner will research what was really intended or hoped for in these treaties – and determine whether or not these hopes were realized. What you will discover is the problems and troubles that these treaties caused for the Aboriginal People. For the purpose of this assignment you will focus on the historic number treaties from 1871-1921. These eleven treaties covered different parts of and affected different First Nations groups. Each pair will be assigned a specific treaty and will complete all research on that treaty. Treaty 1 – 1871 Treaty 2 – 1871 Treaty 3 – 1873 Treaty 4 – 1874 Treaty 5 – 1875 Treaty 6 – 1876 Treaty 7 – 1877 Treaty 8 -1899 Treaty 9 – 1905/06 Treaty 10 – 1906 Treaty 11 – 1921/22 Use these sources to find the information on your treaty. Answer these questions and include it with the chart: Why did Aboriginal Peoples sign treaties? Why did the federal government want aboriginal peoples to sign treaties? Does this treaty affect the current state of Aboriginal relations with the government? How did these documents affect the relationship between Aboriginal Peoples? How did this change the status of Aboriginal in Canada? Does this have an impact on the status of Aboriginal Peoples in Canada today? First Nations Treaties Treaty Number__________________ Year it was signed ___________________________
FIGURE 1 Spatial Distribution of Expected Motor Vehicle Crash Frequency for Total Crash Counts and Counts by Severity Levels TABLE 1 Summary of Existing Multivariate Crash Frequency Studies Studies Unit (Scale) Methodology Dependent Variables Analyzed Number of Dimensions Examined (Ye et al. 2013) Multilane freeway segment Joint Poisson regression model Crash frequencies by severity level - property damage only, possible injury, and injury/fatality 3 (Aguero-Valverde and Jovanis 2009) State-maintained rural roads (Micro) Full Bayes multivariate Poisson lognormal models frequencies by severity level - Fatalities, major injuries, moderate injuries, minor injuries, and PDO 5 (Tunaru 2002) Single carriageway link sites (Micro) Bayesian Multivariate Normal Crash frequencies by severity level – slight injury, serious/fatal injury by number of vehicles involved (1 and 2+) 4 (Ladron de Guevara et al. 2004) Traffic analysis zone (Macro) Simultaneous negative binomial model Crash frequencies by severity level – no injury, injury and fatal 3 (Song et al. 2006) District Bayesian multivariate conditional autoregressive model frequencies by location – intersection crash, intersection-related crash, driveway-access crash, and non-intersection crash 4
29. As in the diagram of rectangle ABCD below, diagonals AC and BD intersect at E. If , find the length of AC. 30. DEFG is a rectangle. DF = 6x-2 and EG = x+38. Find the value of x and the length of each diagonal. 31. In the diagram below, quadrilateral STAR is a rhombus with diagonals SA and TR intersecting at E. . Find SR, RT, and . 32. Given: Rectangle ABCD with points E and F on side AB. Segments CE and DF intersect at G, and . Prove: . 33. Given: Quadrilateral ABCD, diagonal AFEC, Prove: ABCD is a parallelogram.
Assists the new nurse with learning new knowledge and skills. Provides the new nurse positive feedback. Provides the new nurse guidance regarding resources available within the Health Department to assist new nurses with job functions and duties. Educates the new nurse regarding community resources available for clients. Provides emotional support to the new if experiencing transitional difficulties. Serves as a “role model” for the new nurse in navigating the organization, learning about the roles and functions of the nurse in the community and fulfilling nurse competencies. Documents mentoring activities and presents mentoring activities monthly to the Director of Nursing. Approved by Director of Nursing Date Evelyn Coley, RN, BSN, MSA Approved by Health Director Date James Roosen, RS, MPH DISTRIBUTION: All WCHD Staff Learning Resources from Mentoring Program Pilot The following resources were used during the pilot of this program to help the mentees get better oriented to population based services in public health: Journal article: “From Novice to Expert to Mentor: Shaping the Future” American Journal of Critical Care. 2004;13: 448-450 Websites: http://www.ncpublichealthnursing.org/publications.htm http://health.state.ga.us/programs/nursing/publications.asp Books: Children with Disabilities, 4th edition (January 15, 1997) Mark L. Batshaw, Louis Peliegrino, Nancy J. Roizen and Louis Pellegrino. Behavioral and Developmental Pediatrics: A Handbook for Primary Care, Second edition (September 27, 2004) Steven J. Parker, Barry S. Zuckerman and Marilyn C. Augustyn. Caring for your Baby and Child: Birth to Age 5, 5th Original edition (October 13, 2009) American Academy of Pediatrics, Steven P. Shelov, Tanya Remer Altmann Pediatric Nursing: Caring for Children and Their Families, 2 edition (July 14, 2006) Nicki L. Potts and Barbara L. Mandieco.
19. What is a floodplain? 20. What is a wetland? 21. How do wetlands help to regulate water flow? 22. Where do you get your drinking water? 23. How do contaminated soils affect your drinking water? 24. What is biodiversity? 25. What does the term permeable mean? 26. What does the term impermeable mean? 27. What is a river, according to the section entitled “The Ecosystem Connection”? 28. What is an ecological footprint? 29. A large variety and large number of aquatic organisms is an indication of this state of water quality. 30. Describe the term vegetative buffer. 31. What is sediment? 32. How does sediment affect the water quality? 33. Why are more humans vulnerable to flooding? 34. How has urban development reduced the land’s ability to absorb runoff? 35. Discuss the Clean Water Act of 1972. 36. What is a point source pollutant? A non-point source pollutant? 37. What does excess nutrients cause to grow in water resulting in the death of masses of fish? 38. What is stormwater? 39. How can the flow of stormwater be controlled? 40. When a scientist surveys the macroinvertebrates in a body of water, what is he/she studying? 41. Name 4 ways that citizens are making a difference in their communities.
3/15/2017 1:00 p.m. – 4:00 p.m. Dorothea Dix Hospital Brown Building room 104 801 Biggs Drive Raleigh, NC 27603 Registration requests for NC-SNAP examiner certification training should be directed to your LME-MCO training coordinator. April 4/19/2017 1:00 p.m. – 4:00 p.m. Vaya Health Ridgefield Boardroom 200 Ridgefield Court, Suite 206 Asheville, NC Registration requests for NC-SNAP examiner certification training should be directed to your LME-MCO training coordinator. 4/24/2017 1:00 p.m. – 4:00 p.m. Dorothea Dix Hospital Brown Building room 104 801 Biggs Drive Raleigh, NC 27603 Registration requests for NC-SNAP examiner certification training should be directed to your LME-MCO training coordinator. May 5/08/2017 1:00 p.m. – 4:00 p.m. Trillium Health Resources 3809 Shipyard Blvd. Wilmington, NC 28403 Sloop Point Conference Room Registration requests for NC-SNAP examiner certification training should be directed to your LME-MCO training coordinator. 5/25/2017 1:00 p.m. – 4:00 p.m. Dorothea Dix Hospital Brown Building room 104 801 Biggs Drive Raleigh, NC 27603 Registration requests for NC-SNAP examiner certification training should be directed to your LME-MCO training coordinator. June 6/14/2017 1:00 p.m. – 4:00 p.m. Partners Behavioral Health 901 S. New Hope Road, Gastonia, NC 28054 Auditorium Registration requests for NC-SNAP examiner certification training should be directed to your LME-MCO training coordinator.
6/26/2017 1:00 p.m. – 4:00 p.m. Dorothea Dix Hospital Brown Building room 104 801 Biggs Drive Raleigh, NC 27603 Registration requests for NC-SNAP examiner certification training should be directed to your LME-MCO training coordinator. July 7/19/2017 1:00 p.m. – 4:00 p.m. Dorothea Dix Hospital Brown Building room 104 801 Biggs Drive Raleigh, NC 27603 Registration requests for NC-SNAP examiner certification training should be directed to your LME-MCO training coordinator. August 8/16/2017 1:00 p.m. – 4:00 p.m. Dorothea Dix Hospital Brown Building room 104 801 Biggs Drive Raleigh, NC 27603 Registration requests for NC-SNAP examiner certification training should be directed to your LME-MCO training coordinator. September 9/20/2017 1:00 p.m. – 4:00 p.m. Dorothea Dix Hospital Brown Building room 104 801 Biggs Drive Raleigh, NC 27603 Registration requests for NC-SNAP examiner certification training should be directed to your LME-MCO training coordinator. October 10/18/2017 1:00 p.m. – 4:00 p.m. Dorothea Dix Hospital Building room 104 801 Biggs Drive Raleigh, NC 27603 Registration requests for NC-SNAP examiner certification training should be directed to your LME-MCO training coordinator. November
3/26/2018 1:00 p.m. – 4:00 p.m. Dorothea Dix Hospital Brown Building room 104 801 Biggs Drive Raleigh, NC 27603 Registration requests for NC-SNAP examiner certification training should be directed to your LME-MCO training coordinator. 4/23/2018 1:00 p.m. – 4:00 p.m. Dorothea Dix Hospital Building room 104 801 Biggs Drive Raleigh, NC 27603 Registration requests for NC-SNAP examiner certification training should be directed to your LME-MCO training coordinator. May 5/21/2018 1:00 p.m. – 4:00 p.m. Dorothea Dix Hospital Brown Building room 104 801 Biggs Drive Raleigh, NC 27603 Registration requests for NC-SNAP examiner certification training should be directed to your LME-MCO training coordinator. June 6/18/2018 1:00 p.m. – 4:00 p.m. Dorothea Dix Hospital Brown Building room 104 801 Biggs Drive Raleigh, NC 27603 Registration requests for NC-SNAP examiner certification training should be directed to your LME-MCO training coordinator. July 7/16/2018 1:00 p.m. – 4:00 p.m. Dorothea Dix Hospital Brown Building room 104 801 Biggs Drive Raleigh, NC 27603 Registration requests for NC-SNAP examiner certification training should be directed to your LME-MCO training coordinator. 7/27/2018 1:00 p.m. – 4:00 p.m. Vaya Health 200 Ridgefield Court, Asheville, NC Registration requests for NC-SNAP examiner certification training should be directed to your LME-MCO training coordinator.
August 8/20/2018 1:00 p.m. – 4:00 p.m. Dorothea Dix Hospital Brown Building room 104 801 Biggs Drive Raleigh, NC 27603 Registration requests for NC-SNAP examiner certification training should be directed to your LME-MCO training coordinator. September 9/24/2018 1:00 p.m. – 4:00 p.m. Dorothea Dix Hospital Brown Building room 104 801 Biggs Drive Raleigh, NC 27603 Registration requests for NC-SNAP examiner certification training should be directed to your LME-MCO training coordinator. October 10/15/2018 1:00 p.m. – 4:00 p.m. Dorothea Dix Hospital Brown Building room 104 801 Biggs Drive Raleigh, NC 27603 Registration requests for NC-SNAP examiner certification training should be directed to your LME-MCO training coordinator. November 11/19/2018 1:00 p.m. – 4:00 p.m. Dorothea Dix Hospital Brown Building room 104 801 Biggs Drive Raleigh, NC 27603 Registration requests for NC-SNAP examiner certification training should be directed to your LME-MCO training coordinator. December 12/03/2018 1:00 p.m. – 4:00 p.m. Dorothea Dix Hospital Brown Building room 104 801 Biggs Drive Raleigh, NC 27603 Registration requests for NC-SNAP examiner certification training should be directed to your LME-MCO training coordinator.
Individual’s Type of Residential Placement (check only one) Independent Living (lives by self or with roommate) Family Home (lives with family member or guardian) Foster Home 1 Bed Alternative Family Living (AFL) 2 6 Bed Alternative Family Living (AFL) Supervised Living DD Adult Group Home (state funded) 1 3 Bed Supervised Living DD Adult 4 - 6 Bed Supervised Living DD Adult Supervised Living DD Minor Group Home (state funded) 1 3 Bed Supervised Living DD Minor 4 - 6 Bed Supervised Living DD Minor ICF/ID Group Home (Medicaid funded) 1 - 6 Bed ICF/ID Group Home 7 - 15 Bed ICF/ID Group Home > 15 Bed ICF/ID Group Home Adult Care/Nursing/Rest Homes (homes for aged/disabled) 1 - 6 Bed Adult Care/Nursing/Rest Home 7- 15 Bed Adult Care/Nursing/Rest Home > 15 Bed Care/Nursing/Rest Home Congregate Care (> 15 Bed) State Developmental Center Psychiatric Hospital Neuro Med Treatment Center Other Residential Not Listed Above (Specify Below) 1 - 6 Bed Residential 7-15 Bed Other Residential > 15 Bed Other Residential Specify Other Residential Oct 2017
E-mail Address: Billing Address: City/State/Zip: Phone: Spring 2017 Conference Tentative Schedule Sunday, April 23, 2017 5:00 pm-10:00 pm 5:00 pm 7:00 pm 8:30 am-11:30 pm Exhibitor Room Available to Exhibitors for Set-up Conference Registration Desk Open Conference Registration Desk Closes Exhibitor Sponsored Hospitality Suite Monday. April 24, 2017 7:15 am- 3:00 pm 7:30 am- 8:45 am 8:30 am- 8:45 am 10:00 am- 10:15 am 10:15-am 11:45 am 11:45 am- 1:15 pm 1:15 pm- 2:45 pm 2:45 pm- 3:00 pm 3:00 pm- 4:30 pm 4:30 pm- 5:30 pm 5:30 pm 8:30 pm- 11:30 pm Registration Desk Open Meet and Greet Exhibitor Breakfast – Exhibits Open Welcome and Business Meeting Keynote Address Break: Exhibitor Visitation Lunch - On Your Own Choice of Breakout Sessions Break: Exhibitor Visitation Choice of Breakout Sessions Choice of Breakout Sessions Exhibit Hall and Meeting Rooms Shut Down Exhibitor Sponsored Event TBA Tuesday, April 25, 2017 7:30 am- 8:30 am 7:30 am- 3:00 pm 8:30 am- 10:00am 10:00 am- 10:30 am 10:30 am- 12:00 pm 12:00 pm- 1:30 pm 1:30 pm- 3:00 pm 3:00 pm- 3:15pm 3:15 pm- 5:00 pm 3:15 pm- 4:45 pm 5:00 pm- 6:55 pm 7:00 pm- 11:30 pm Exhibitor Sponsored Continental Breakfast-Exhibits Open Registration Desk Open Choice of Breakout Sessions Break: Exhibitor Visitation Choice of Breakout Sessions Lunch Choice of Breakout Sessions Break: Exhibitor Visitation Breakdown of Exhibitor Tables Choice of Breakdown Sessions Exhibitor Sponsored Hospitality Suite Exhibitor Sponsored E vent TBA Wednesday, April 26, 2017 7:45 am- 8:45 am 7:45 am- 10:30 am 8:45 am- 10:15 am 10:30 am-11:45 am 10:30am- 11:45 am 11:45am- 12:00 pm Exhibitor Sponsored Continental Breakfast Registration Desk Open Choice of Break Sessions Beverage Break Closing Session Closing Remarks and Door Prizes
4 National Oratory information is posted on the MWWL website - www.mwwl.org.nz and emailed to Area Representatives and Oratory Committee 4 Area Representatives email Oratory panui to schools and branches Area Regional Contest venue and date to be emailed to National Office Area Regional Contests to be completed Area Results from regional contest to be emailed to Area Profiles of regional winners to be emailed to National Office Area
WHAT AREAS/STRUCTURES MUST BE CONSIDERED AS A POSSIBLE SOURCE(S) OF THE PATIENT’S SYMPTOMS? Consider the following: Joints & bony structures THE AREA of symptoms Muscles, tendons, ligaments, nerves, & soft tissue UNDER & IN the area of symptoms MSK Pain producing structures which may REFER into the area of symptoms NON-MSK structures or conditions which must be examined or ruled out Patellofemoral Joint Tibiofemoral Tibiofibular Joint Patella Femur Tibia Fibula Vastus Medialis Vastus Intermedius Rectus Femoris Semi-tendinosus Sartorius Adductor magnus Adductor Brevis Adductor Longus Gracilis Gastroc Popliteus ACL PCL MCL Medial Meniscus Hip L3-4 Referred Pain L3-4 Nerve Root Osteosarcoma Septic Joint INITIAL HYPOTHESES AFTER THE BODY CHART Most Likely Hypothesis: (2-3 Primary Hypotheses) Less Likely Hypothesis: (2-3 Secondary Hypotheses) Remote Hypotheses: (Include at least 1 non-MSK or hypothesis requiring referral)
Walking mirror correct mechanics x 10 minutes Walk/jog alternate x 10 minutes with correct mechanics Walk 2 minutes, jog 4 minutes as as possible with mechanics Jog 7 minutes as as possible with mechanics Jog 10 minutes slow to fast 2 minutes each alternate Jog 15 minutes Manual Therapy (Dosage?) Medial patellar mob: 3 x 30 Grades 1 +2 Medial patellar mobs 3 x 30 seconds Grades 1 and 2 Once pain is < 3/10 discharge intervention MWM Knee Flexion 1 x 10 MWM Knee Flexion 2 x 10 MWM Knee Flexion 2 x 10 MWM Knee Flexion 3 x 10 Extension Grades 1 and 2. 3 x 30 Tibiofemoral mobilization Grades 1 and 2 3 x 30 Tibiofemoral mobilization grades 3 and 4 3 x 30 if ROM has not returned Tibiofemoral mobilization grades 3 and 4 3 x 30 if ROM has not returned Tibiofemoral mobilization grades 3 and 4 3 x 30 if ROM has not returned Tibiofemoral mobilization grades 3 and 4 3 x 30 if ROM has not returned Neuro Re-education & Home Education Use mirror with ther ex as mentioned above HEP patellar mobilization for extension 3 x 30 seconds 2 x per day TKE standing with red theraband 3 x 20 2 x per day Focus on gait mechanics and step length Ice and elevation for swelling Knee Flexion ROM 3 x 30 seconds 2 x per day Physical Agents (Parameters?) Ice x 10 minutes post treatment Ice x 10 minutes post treatment Ice x 10 minutes post treatment Use PRN if swelling persists into subacute phase
Which line in the table correctly compares the properties of vanillin and zingerone? 2. Erythrose can be used in the production of a chewing gum that prevent tooth decay. Which of the following compounds will be the best solvent for erythrose? 3. The following molecules give flavour to food. of the following flavour molecules would be most likely to be retained in the food when the food is cooked in water? 4. Cooking involves many chemical reactions. Proteins, fats, oils and esters are some examples of compounds found in food. A chemist suggested that cooking food could change compounds from being fat-soluble to water-soluble. Use your knowledge of chemistry to comment on the accuracy of this statement.(3) 2.4 The Oxidation of Food 1. Apples and bananas turn when cut or bruised. The first step of the reaction causing the browning is shown below. Which of the following terms correctly describes this reaction? A Reduction B Oxidation
A free radical chain reaction is initiated when light energy causes chlorine radicals to form as shown below. (a) Complete the equations below showing possible propagation and termination steps. (2) (b) Why is the plastic bottle used in the experiment wrapped in black tape? (1) Chloramines can be removed from water using ultraviolet light treatment. One step in the process is the formation of free radicals. State what is meant by the term free radical. (1) Another step in the process is below. State the name for this type of step in a free radical reaction. (1) Modern shellac nail varnishes are more durable and so last longer than traditional nail polish. The shellac nail varnish is applied in thin layers to the nails and then the fingers are placed under a UV lamp. (a) The Skin Care Foundation has recommended that a sun-block is applied to the fingers and hand before using the lamp. Suggest why the Skin Care Foundation makes this recommendation. (1) (b) A free radical chain reaction takes place and the varnish hardens. (i) State what is meant by the term free radical. (1) (ii) The shellac nail varnish contains a mixture of ingredients that take part in the free radical chain reaction. One of the steps in the free radical chain reaction is:
may be a problem and juvenile catches remain too high, suggest that further actions are needed to strengthen the CMM. CMM 2010-04 would be significantly strengthened by implementing science-based catch limits. In the eastern Pacific, the Inter-American Tropical Tuna Commission (IATTC) adopted a two-year 10,000 mt hard catch limit for Pacific bluefin tuna at its June 2012 meeting and the fishery was closed in August when the quota was reached. The WCPFC should adopt a parallel measure for the western region of the Pacific bluefin's range. The Pew Environment Group calls on the Northern Committee to recommend a revised CMM that includes the following: A catch limit less than 15,567 mt (the 2002-04 average catch of Japan, Korea, and Chinese Taipei) for 2013, in line with the scientific advice to reduce fishing mortality to below the level; A 30 kg minimum size limit, with a 40% tolerance for undersized fish; and No exemptions for any CCMs. The first two elements would strengthen paragraph 2 of CMM 2010-04 and should be revisited at NC 9 when the updated stock assessment is available. We wish the Northern Committee the best for a productive meeting and emphasize the NC’s critical role in the WCPFC process. Sincerely, Amanda Nickson Director, Global Tuna Conservation Campaign Pew Environment Group
Legislator Name DC Phone Official Webpage Scheduler Name/Email/Key Committee assignments Senator Richard Burr (R, NC) 202-224-3154 Molly Harper (molly_harper@burr.senate.gov) -Senate Health, Education, Labor and Pensions Committee -Senate Finance Committee Senator Thom Tillis (R, NC) 202-224-6342 Caroline Lassiter (caroline_lassiter@tillis.senate.gov) -Senate Judiciary Committee Representative G.K. Butterfield (D, NC-01) 202-225-3101 Lindsey Bowen (lindsey.bowen@mail.house.gov) -No key committees for mentoring Representative George Holding (R, NC-02) 202-225-3032 Smith (Katie.smith@mail.house.gov) Representative Walter B. Jones (R, NC-03) 202-225-3415 Maggie (maggie.ayrea@mail.house.gov) -No key committees for mentoring Representative David Price (D, NC-04) 202-225-1784 Bayly Hassell (bayly.hassell@mail.house.gov) -House Appropriations Committee Representative Virginia Foxx (R, NC-05) 202-225-2071 Courtney Butcher (courtney.butcher@mail.house.gov) Education & the Workforce Committee Representative Mark Walker (R, NC-06) 202-225-3065 Walker (alexa.walker@mail.house.gov) -No key committees for mentoring Representative Rouzer (R, NC-07) 202-225-2731 Kelley Billy (Kelley.Billy@mail.house.gov) -No key committees for mentoring Representative Richard Hudson (R, NC-08) 202-225-3715 Summer Fields (summer.fields@mail.house.gov) -No key committees for mentoring Representative Robert Pittenger (R, NC-09) 202-225-1976 Hayden Bumgardner (hayden.bumgardner@mail.house.gov) -No key committees for mentoring Representative Patrick T. 202-225-2576 Lindsey Shackelford (lindsey.shackelford@mail.house.gov)
North Carolina Legislator name DC Phone Official webpage Scheduler name/email/key committee assignments (only key committees listed) Senator Richard Burr (R, NC) 202-224-3154 Brittany McHale (brittany_mchale@burr.senate.gov) -Senate Health, Education, Labor and Pensions Committee Senator Thom Tillis (R, NC) 202-224-6342 Austen Shearer (austen_shearer@tillis.senate.gov) -Senate Judiciary Committee Representative G.K. Butterfield (D, NC-01) 202-225-3101 Lindsey Bowen -No key committees for mentoring Representative Renee Ellmers (R, NC-02) 202-225-4531 Josie Rundlett (josie.rundlett@mail.house.gov) -No key committees for mentoring Representative Walter B. Jones (R, NC-03) 202-225-3415 Maggie Ayrea (maggie.ayrea@mail.house.gov) -No key committees for mentoring Representative David Price (D, NC-04) 202-225-1784 Kate Throneburg (kate.throneburg@mail.house.gov) -House Appropriations Committee Representative Virginia Foxx (R, NC-05) 202-225-2071 Courtney Butcher (courtney.butcher@mail.house.gov) -House Education & the Workforce Committee Representative Mark Walker (R, NC-06) 202-225-3065 Katie Sessoms (katie.sessoms@mail.house.gov) -No key committees for mentoring Representative David Rouzer (R, NC-07) 202-225-2731 Kelley Greer (kelley.greer@mail.house.gov) -No key committees for mentoring Representative Richard Hudson (R, NC-08) 202-225-3715 Regi Simpson (regi.simpson@mail.house.gov) Education & the Workforce Committee Representative Robert Pittenger (R, NC-09) 202-225-1976 Erin Wall (erin.wall@mail.house.gov) -No key committees for mentoring Representative Patrick T. 202-225-2576 Lindsey Shackelford (lindsey.shackelford@mail.house.gov)
G O O D S CLASS 1 Chemicals in industry, science and photography, as well as in agriculture, horticulture and forestry; unprocessed artificial resins, unprocessed plastics; fire extinguishing compositions; tempering and soldering preparations; substances; adhesives in industry . Explanatory Note 1 includes mainly chemical products in industry, science and agriculture, including those which go to the making of products belonging to other classes. This includes, in particular: – salt for preserving than for foodstuffs; – certain additives for the food industry . This Class does not include, in particular: – raw natural resins (Cl. 2); – (Cl. 5); – fungicides, herbicides and preparations for destroying vermin (Cl. 5); – adhesives for stationery or household purposes (Cl. 16); – salt for preserving foodstuffs (Cl. 30); – mulch (Cl. 31). a , E R I C
vinegar, sauces (condiments); spices; ice. Explanatory Note Class 30 includes mainly foodstuffs of plant origin prepared for consumption or conservation as well as auxiliaries intended for the improvement of the flavour of food. This Class includes, in particular: – beverages with coffee, cocoa, chocolate or tea base; – cereals prepared for human consumption (for example, oat flakes and those made of other cereals). This Class does not include, in particular: – certain foodstuffs of plant origin (consult the Alphabetical List of Goods); – salt for preserving other than for foodstuffs (Cl. 1); – medicinal teas and dietetic food and substances adapted for medical use (Cl. 5); – baby food (Cl. 5); – dietary supplements (Cl. 5); – yeast for pharmaceutical purposes (Cl. 5), yeast for animal consumption (Cl. 31); – raw cereals (Cl. 31); – foodstuffs for animals (Cl. 31). CLASS 31 Raw and unprocessed agricultural, aquacultural, horticultural and forestry products; raw and unprocessed grains and seeds; fresh fruits and vegetables, fresh herbs; natural plants and flowers; bulbs, seedlings and seeds for planting; live animals; foodstuffs and beverages for animals; malt. Explanatory Note Class 31 includes mainly land and sea products not having been subjected to any form of preparation for consumption, live animals and plants as well as foodstuffs for animals. This Class includes, in particular: – unprocessed cereals; plant residue; unprocessed algae; unsawn timber; – fertilised eggs for hatching; fresh mushrooms and truffles;
– air cushion vehicles; – remote control vehicles, other than toys; – parts of vehicles, for example, bumpers, windscreens, steering wheels, tyres for vehicle wheels, as well as treads for vehicles. This does not include, in particular: – railway material of metal (Cl. 6); – motors, engines, couplings and transmission components, other than for land vehicles (Cl. 7); – parts of all kinds of motors and engines, for example, starters, mufflers and cylinders for motors and engines (Cl. 7); – rubber tracks being parts of crawlers on construction, mining, agricultural and other heavy-duty machines (Cl. 7); – tricycles for infants and scooters, being toys (Cl. 28); – certain special vehicles or wheeled apparatus not for transportation purposes, for example, self-propelled road sweeping machines (Cl. 7), fire engines (Cl. 9), tea carts (Cl. 20); – certain of vehicles, for example, electric batteries, mileage recorders and radios for vehicles (Cl. 9), lights for automobiles and bicycles (Cl. 11), automobile carpets (Cl. 27). CLASS 13 Firearms; ammunition and projectiles; explosives; fireworks. Explanatory Note 13 includes mainly firearms and pyrotechnic products. This Class does not include, in particular:
– letter boxes of masonry This Class does not include, in particular: – cement preservatives cement-waterproofing preparations (Cl. 1); – fireproofing preparations (Cl. 1) CLASS 20 Furniture, mirrors, picture frames; containers, not of metal, for storage or transport; unworked or semi-worked bone, horn, whalebone or mother-of-pearl; shells; meerschaum; yellow amber. Explanatory Note Class 20 includes mainly furniture and parts therefor, as well as certain goods made of wood, cork, reed, cane, wicker, horn, bone, ivory, whalebone, shell, amber, mother-of-pearl, meerschaum and substitutes for all these materials, or of plastic. This includes, in particular: – metal furniture, furniture for camping, gun racks, newspaper display stands; indoor window blinds and shades; – bedding, for example, mattresses, bed bases, pillows; – looking glasses, furniture and toilet mirrors; – registration plates, not of metal; small items of non-metallic hardware, for example, bolts, screws, dowels, furniture casters, collars for fastening pipes; – letter boxes, not of metal or masonry. This does not include, in particular:
School Leadership Construct Item Worksheet Question School (S) School Level (SL) District (D) State (St) Priority 7.1a There is an atmosphere of trust and mutual respect in this school. 2016 2014 S-SL S-D S-St 2016-2014 Question School (S) School Level (SL) District (D) State (St) Priority 7.1b Teachers feel comfortable raising issues and concerns that are important to them. 2016 2014 S-SL S-D S-St 2016-2014 Question School (S) School Level (SL) District (D) State (St) Priority 7.1c The school leadership consistently supports teachers. 2016 2014 S-SL S-D S-St 2016-2014 Question School (S) School Level (SL) District (D) State (St) Priority 7.1d Teachers are held to high professional standards for delivering instruction. 2016 2014 S-SL S-D S-St 2016-2014 Question School (S) School Level (SL) District (D) State (St) Priority 7.1e The school leadership facilitates using data to improve student learning. 2016 2014 S-SL S-D S-St 2016-2014 Question School (S) School Level (SL) District (D) State (St) Priority 7.1f Teacher performance is assessed objectively. 2016 2014 S-SL S-D S-St 2016-2014
School Leadership Construct Item Worksheet (page 2) Question School (S) School Level (SL) District (D) State (St) Priority 7.1g Teachers receive feedback that can help them improve teaching. 2016 2014 S-SL S-D S-St 2016-2014 Question School (S) School Level (SL) District (D) State (St) Priority 7.1h The procedures for teacher evaluation are consistent. 2016 2014 S-SL S-D S-St 2016-2014 Question School (S) School Level (SL) District (D) (St) Priority 7.1i The school improvement team provides effective leadership at this school. 2016 2014 S-SL S-D S-St 2016-2014 Question School (S) School (SL) District (D) State (St) Priority 7.1j The faculty are recognized for accomplishments. 2016 2014 S-SL S-D S-St 2016-2014
Time Construct Item Worksheet Question School (S) School Level (SL) District (D) State (St) Priority 2.1a: Class sizes are reasonable such that teachers have the time available to meet the needs of all students. 2016 2014 S-SL S-D S-St 2016-2014 Question School (S) School Level (SL) District (D) State (St) Priority 2.1b: Teachers have time available to collaborate with colleagues. 2016 2014 S-SL S-D S-St 2016-2014 Question School (S) School Level (SL) District (D) State (St) Priority 2.1c: Teachers are allowed to focus on educating students with minimal interruptions. 2016 2014 S-SL S-D S-St 2016-2014 Question School (S) School Level (SL) District (D) State (St) Priority 2.1d: The non-instructional time provided for teachers in my school is sufficient. 2016 2014 S-SL S-D S-St 2016-2014 Question School (S) School (SL) District (D) State (St) Priority 2.1e: Efforts are made to minimize the amount of routine paperwork teachers are required to do. 2016 2014 S-SL S-D S-St 2016-2014 Question School (S) School Level (SL) District (D) State (St) Priority 2.1f: Teachers have sufficient instructional time to meet the needs of all students. 2016 2014 S-SL S-D S-St 2016-2014 Question School (S) School (SL) District (D) State (St) Priority 2.1g: Teachers are protected from duties that interfere with their essential role of educating students. 2016 2014 S-SL S-D S-St 2016-2014
School A found ways to take back precious non-instructional planning time by … (read the 3 examples) Let’s give this section a little more time for discussion. Again, be creative and comprehensive. It could be easy to dismiss people’s ideas and say, ‘that won’t work here.” Instead, try to focus on the CAN DO’s instead of the CAN’Ts. Remember, strategies work differently depending on age, personality, subject matter or other factors. There is no guarantee that because it works for one person, it can work for all people, so be tolerant and open minded. 7 – 10 minutes. What’s Ideal / Challenges – explanation and example We’ve just analyzed strengths and for our item, and soon we’ll begin making an action plan, but before we do so, we need to decide where we’re going. We need to set a clear path for everyone to see and follow. What do we really want? What is the ideal? I know this may be an interesting concept for some of us. How do we know what the ideal is if we’ve never seen it? But this is the time to think big and DREAM! If a magical fairy came down and granted your every scholastic desire, what would ----- look like HERE, at this school, with the same kids, parents, teachers and administrators. Let’s explore School A’s ideals, challenges and how they wanted to overcome those challenges and get to their ideal state. (review the examples on the handout) Participants fill in chart Let’s focus in on our ideals. When we think about -----, what do we really dream about seeing? Why can’t we have it? And how do we go about getting it? Find your NIGHT partner, and then join together with another set of night partners who you have not interacted with today, so you are a new group of 4. Brainstorm a list of IDEAL situations for this item. What did you come up with? I’m to record each “ideal” on a poster. (Have each quartet call out their best Ideal. Record these “ideal situations” on the top of a big piece of poster paper. One idea Slide 60 Slides 61 and 62 Point out the What’s Ideal PP N, O Slide 63
Audience: Carrier / Agency, Products: All Sircon Format: Presenter Presenters: Jay Davis-Vertafore, Tim Owen- Vertafore, Sydney Beaudreault-Vertafore Date/Time: Friday, Mar 24, 2017, 4:00 PM - 5:00 PM Session ID: SIR331 Room: 201AB Session Title: Open Forum with Sircon Description: This is your chance to bring up any topics that are on your mind. Get feedback from the Sircon team and your peers. This tends to be a very lively discussion. Audience: Carrier / Agency, Products: All Sircon Format: Round Table Presenters: Chris Gillespie*-Vertafore, Tim Owen-Vertafore, Patrick Masi-Vertafore, Scott Jay Davis-Vertafore Date/Time: Saturday, Mar 25, 2017, 9:00 AM - 10:00 AM Session ID: SIR411 Room: 107AB Session Title: Open Forum with Sircon REPEAT Description: This is your chance to bring up any topics that are on your mind. Get feedback from the Sircon team and your peers. This tends to be a very lively discussion. Audience: Carrier / Agency, Products: Producer Manager, Producer Exchange Format: Round Table Presenters: Gillespie*-Vertafore, Tim Owen-Vertafore, Patrick Masi-Vertafore, Scott Jay Davis-Vertafore Executive Leadership Date/Time: Thursday, Mar 23, 2017, 1:45 PM - 2:45 PM Session ID: EXE241 Room: Session Title: 7 Things You Need To Do To Develop Your Team Description: are not simple; however, a good manager can make it look like they are. There are basic principles involved in team building and you, as a superior, play a key role. Keep in mind that people are not always going to agree on everything or anything,but good team members can at least understand one another, and, it’s part of your job to make sure that happens! Poor communication? Poor team! What You’ll Learn: • Define the four stages of team development , their purpose, and challenges inherent tothe stage • Understand the differences between leadership and team’s perceptions. • Create an action plan and guidelines to capture
Community Support and Involvement Construct Item Worksheet (page 2) Question School (S) School Level (SL) District (D) State (St) Priority 4.1g Community members support teachers, contributing to their success with students. 2016 2014 S-SL S-D S-St 2016-2014 Question School (S) School Level (SL) District (D) State (St) Priority 4.1h The community we serve is supportive of this school. 2016 2014 S-SL S-D S-St 2016-2014
Managing Student Conduct Construct Item Worksheet Question School (S) School Level (SL) District (D) State (St) Priority 5.1a Students at this school understand expectations for their conduct. 2018 2016 S-SL S-D S-St 2018-2016 Question School (S) School Level (SL) District (D) State (St) Priority 5.1b Students at this school follow rules of conduct. 2018 2016 S-SL S-D S-St 2018-2016 Question School (S) School Level (SL) District (D) State (St) Priority 5.1c Policies and procedures about student conduct are clearly understood by the faculty. 2018 2016 S-SL S-D S-St 2018-2016 Question School (S) School Level (SL) District (D) State (St) Priority 5.1d School administrators consistently enforce rules for student conduct. 2018 2016 S-SL S-D S-St 2018-2016 Question School (S) School Level (SL) District (D) State (St) Priority 5.1e School administrators support teachers’ efforts to maintain discipline in the classroom. 2018 2016 S-SL S-D S-St 2018-2016 Question School (S) School Level (SL) District (D) State (St) Priority 5.1f Teachers consistently enforce rules for student conduct. 2018 2016 S-SL S-D S-St 2018-2016 Question School (S) School Level (SL) District (D) State (St) Priority 5.1g The faculty work in a school environment that is safe. 2018 2016 S-SL S-D S-St 2018-2016
8.1 Professional Development Construct Item Worksheet Question School (S) School Level (SL) District (D) State (St) Priority 8.1a. Sufficient resources are available for professional development in my school. 2018 2016 S-SL S-D S-St 2018-2016 Question School (S) School Level (SL) District (D) State (St) Priority 8.1b. An appropriate amount of time is provided for professional development. 2018 2016 S-SL S-D S-St 2018-2016 Question School (S) School Level (SL) District (D) State (St) Priority 8.1c. Professional development offerings are data-driven. 2018 2016 S-SL S-D S-St 2018-2016 Question School (S) School Level (SL) District (D) State (St) Priority 8.1d. Professional learning opportunities are aligned with the school's improvement plan. 2018 2016 S-SL S-D S-St 2018-2016 Question School (S) School Level (SL) District (D) State (St) Priority 8.1e. Professional development is differentiated to meet the needs of individual teachers. 2018 2016 S-SL S-D S-St 2018-2016 Question School (S) School Level (SL) District (D) State (St) Priority 8.1f. Professional development deepens teachers' content knowledge. 2018 2016 S-SL S-D S-St 2018-2016 Question School (S) School Level (SL) District (D) State (St) Priority 8.1g. Teachers have sufficient training to fully utilize instructional technology. 2018 2016 S-SL S-D S-St 2018-2016