zilongwang/ReadingBank huggingface dataset:
If you have answered ‘yes’ in relation to any of the above Superannuation Schemes you are not eligible to apply for this recruitment campaign. Former Health Service and public sector employees must ensure that they adhere to their contractual obligations where they have previously availed of the Incentivised Scheme of Early Retirement (ISER), 2010 Voluntary Early Retirement Scheme (VER) or 2010 Voluntary Redundancy Scheme (VRS). Please read Appendix 4 in ‘Additional Campaign Information’ for further details. Current Contractual Status I am currently a employee* Yes No Please tick the Area in you work Mid South North East West If you answered yes to the above question, please choose the option below which best matches your current contractual status: I have a permanent contract or I have a temporary contract * Employee = you are a direct employee of the and not in a post funded or partially funded by the What is your current employment Current Grade/ Level as per Consolidated Pay Scales e.g. Senior Physiotherapist, Clinical Nurse Manager 2, Clerical Officer Grade III etc. Date of your appointment to this post Proficiency in Irish Candidates will be afforded the opportunity to demonstrate their ability to perform the duties of the office through Irish. This assessment will be on a pass/fail basis and will not disturb the marks awarded in the selection process. Where vacancies arise for which proficiency in Irish is a management requirement, the will offer such posts in order of merit to candidates who have successfully passed the Irish assessment. Please indicate if you wish to undertake an Irish assessment exam Yes / No QUALIFICATIONS & ELIGIBILITY CRITERIA Please indicate below how your qualifications and professional experience meet the eligibility criteria for the post of Clinical Nurse Manager 2 (Emergency Department Shift Leader). Please note that if you omit information in this section pertinent to the eligibility criteria you will be deemed ineligible and subsequently not called forward to interview. Please read Appendix 1 of Additional Campaign Information before completing each section below. 1. Registered in the General Division of the Register of Nurses maintained by Bord Altranais agus Cnáimhseachais na hÉireann (Nursing and Midwifery Board of Ireland) or be entitled to be so registered Registration Please tick as appropriate to your current status Pin Number
3. Managing Self and Others A key responsibility of the Assistant Director of Nursing is the management and development of others. It is important that s/he can identify strengths and weaknesses of team members and provide opportunities for improvement. S/he must also demonstrate the ability to work with members of the multidisciplinary team to ensure maximum effectiveness and efficient use of personnel. In the space below, please give an example of a situation where you best demonstrated your ability in this area.
enter that information onto “Other: Name of Repository”. ____Historic Resources Survey Number: N/A. ____Section 10: the acreage of the district. If the acreage is less than an acre, enter “less than one acre.” Enter the Latitude and Longitude of the corners of the district in decimal degrees. Estimate to 6 decimal places. For the verbal boundary description, see for examples. Explain any boundary justifications for the resource. ____Section 11: Enter the information for the nomination preparer. Additional Documentation: This is where you will find info on maps, sketch maps, and photographs. You can embed maps and sketch maps into the document in this section, following the photo log. For more guidance on maps, see page . Most nominations will include any historic photos following the photo log as Figures. Other types of figures can be maps, newspaper articles, etc. For the photo log, fill in the information listed. For the actual log, any of the following formats is acceptable. For specific information on the photos required for a nomination, see “Photo Policy,” on the following page. The bolded one is the most commonly used format. Photo #1 of 25 (LA_East Baton Rouge Parish_Smithville Historic District_0001): South façade (left) and east elevation (right), camera facing northwest. Photo #1 of 25: South façade (left) and east elevation (right), camera facing northwest LA_East Rouge Parish_Smithville Historic District_0001 South façade (left) and east elevation (right), camera facing northwest ____Save your nomination in the following format: State_Parish_District Name.doc LA_East Baton Rouge Parish_Smithville Historic District.doc National Register Photos The National Register Program has gone digital! As all nominations will now be submitted on disk, you do not need to print the photos anymore.
superannuation benefit terms under the HSE Scheme which are no less favourable to those which they were entitled to at 31st December 2004 Probation Every appointment of a person who is not already an officer of the Health Service Executive or of a Local Authority shall be subject to a probationary period of 12 months as stipulated in the Department of Health Circular No.10/71. Protection of Persons Reporting Child Abuse Act 1998 This post is one of designated in accordance with Section 2 of the Protection of Persons Reporting Child Abuse Act, 1998. You will remain a designated officer for the duration of your appointment in this post or for the duration of your appointment to such other post as is included in the categories specified in the Ministerial Direction. Such officers will, on receiving a report of child abuse, formally notify the Senior Social Worker in the community care area in which the child is living. Infection Control Have a working knowledge of Health Information and Quality Authority (HIQA) Standards as they apply to the role for example, Standards for Healthcare, National Standards for the Prevention and Control of Healthcare Associated Infections, Hygiene Standards etc and comply with associated HSE protocols for implementing and maintaining these standards as appropriate to the role.
Current Grade/ Level as per Consolidated Pay Scales e.g. Senior Physiotherapist, Clinical Nurse Manager 2, Clerical Officer Grade III etc. Date of your appointment to this post Proficiency in Irish Candidates will be afforded the added opportunity to demonstrate their ability to perform the duties of the office throu gh Irish. This assessment will be on a pass/fail basis and will not disturb the marks awarded in the selection process. Where vacancies arise for which proficiency in Irish is a management requirement, the will offer such posts in order of merit to candidates who have successfully passed the Irish assessment. Please indicate if you wish to undertake an Irish assessment exam Yes / No QUALIFICATIONS & ELIGIBILITY CRITERIA Please indicate how your qualifications and professional experience meet the eligibility criteria for the post of Audiologist Staff Grade. Please note that if you omit information in this section pertinent to the eligibility criteria you will be deemed ineligible and subsequently not called forward to interview. (Please read Appendix 1 of Additional Campaign Information before completing this section). Please complete each section below. A1) Date of Award DD/MM/YYYY BSc (Hons) Audiology, Athlone Institute of Technology Or A2) BSc (Hons) Health Care Science (Audiology) or its predecessor the BSc in Audiology (at Level 8 on the Quality and Qualifications of Ireland (QQI) framework from: Educational Institution From MM/YY To MM/YY Aston University, UK De Montfort University, UK Middlesex University, London, UK University of Leeds, UK University of Manchester, UK University of Southampton, UK University of Swansea, UK University College London, Ear Institute, UK
From (00/00/00): To (00/00/00): Main Roles & Responsibilities: Supplementary Questions 1 - 4 A guide to completing supplementary questions is available in Appendix 1 of this application form. It is strongly recommended that you read the guide before completing this section of your application form. In the spaces below, briefly describe what you consider to be a good example of demonstrating your ability in each of the skill areas 1- 3. A summary definition of each skill area is provided for your information. This is a summary of what we mean by each skill heading. Please provide the information in the format requested at (a), (b), and (c) on the “Information on Completing the Supplementary Questions” Section. Remember anything you say may be used as part of a shortlisting/ranking exercise and may be discussed in more depth at interview, should you be called to one. 1. Organisation & Management Skills It is important for the Clinical Nurse Manager 1 to be able to plan and organise resources efficiently and effectively within a specified timeframe. S/he co-ordinates and schedules activities to ensure the smooth running of his / her area of responsibility and will effectively manage unexpected events. S/he is flexible and adaptable in approach to their workload. In the space below, please give an example of a situation where you best demonstrated your ability in this area.
ADDITIONAL EDUCATIONAL ACHIEVEMENTS Please include second and third level educational achievements: Dates From MM/YY To MM/YY Educational Institution Conferring Body Course of Study Qualification Achieved Grades Achieved DETAILED CAREER HISTORY – listing the most recent first MM/YY Employer Title of Post Main Roles and Responsibilities From To
VII. Comparison to last SLOAC Cycle Results (if this is the first time the course was assessed, leave this section blank): Please state the improvement plan that was included in the report from the previous SLOAC cycle. What changes were implemented from the previous SLOAC cycle’s improvement plan? What changes, if any, were made that were not included in the improvement plan? What changes, if any, were made to the assessment process? How are the results from this cycle similar to or different from the results from the previous cycle? a. The plan was to enhance leadership and management skills, enhance patient assessment and critical thinking skills necessary to: Assess, analyze, prioritize, plan and evaluate the of the adult patient with complex issues to formulate, organize, implement, evaluate and modify a plan of nursing care. b. Greater emphasis has been placed on enhancing Critical Thinking/reasoning skills through the use of case studies in the classroom and scenarios in the Skills lab. The case studies and scenarios provide the students with the opportunities to build skills in Communication, reasoning/critical thinking, technical areas, and professional behaviors that include managing and coordinating care for patients and building leadership skills. QSEN (Quality Safety Education for Nurses) standards were identified and embedded in the evaluation tool to be in alignment with changes in nursing practice standards. c. In the previous analysis only the specific of Provider of care, Manager of Care and Member of a Profession were assessed. The objectives for Communication, reasoning/Critical thinking, Professionalism, and technical skills had not been specified although they have always been present. The CTE SLO’s were not defined at that time.
PAY DAY! Get Paid when passing Low cost housing found move up 3 spaces Utilities up this month pay $10 or move back 2 spaces RATS!!!! – move back 3 spaces (NO PAYDAY!) Life Event Take Card Food Stamps approved get $20 Soup Kitchen Free Space PAY DAY! Get Paid when passing HOLIDAY! – move ahead one space help to get child support Pay $10 OR Lose Next Turn Get better job – not eligible for food stamps – Pay $20 OR move Back 1 space Free legal aid – Free Space Life Take Card Life Event Take Card New Job skills get $50 Denied Pell grant Move back 2 spaces No Children Free Space System Event Take Card Day care closes – Move back 1 space Scholarship Pays $50 System Event Take Card Did not graduate – Lose next turn Free Child Care – Move up 5 spaces Life Take Card PAY DAY! Get Paid when passing sick – Lose next turn Medicaid approved – Pays $40 Medicaid denied – Pay out $10 OR move back 2 spaces Transportation voucher – Pays $20 Free Cab fare Free Space Bus late – Lose next turn PAY DAY! Get Paid when passing
Collage images/text Leveled nonfiction reading, discussion, and activities from: Match images/graphics to captions pertaining to text Create podcasts Speak/Read/Listen to student-generated LEA stories with student transcriptions/audio recordings Textbooks (Contemporary/McGraw Hill) Essentials of Reading Book 1 Essentials of Reading Book 2 Learning Activities: (interventions for students who are not progressing, instructional strategies, differentiated instruction, re-teaching options) Audiobook support One-on-one tutors with individualized instruction Response to Intervention Model (Tier 2 or 3) such as modeled comprehension strategies and think-alouds Universal Design for Learning protocols such as additional time, modified lesson for disabilities (i.e., enlarged print, drills and games) Interactive technology: quizlet app, Peer teaching Leveled nonfiction reading, discussion, and activities from Change the frame of reference for learning concept/procedures with different objects/contexts List of Instructional Materials: Text (newspaper, magazines, online resources) Photos/images Graphic organizers Worksheets Whiskeyman, Lauri, et. al. (1998).That’s Life! Reading Comprehension. Lingui Systems. Audiobook/recording Textbooks (Contemporary/McGraw Hill) Essentials of Reading Book 1 Essentials of Reading Book 2 List of Technology Resources: News In Levels Audiobooks Podcasts
formal assessments including but not limited to: Student will complete an outline or graphic organizer with teacher guidance Given a teacher-generated topic, the student will brainstorm a list of applicable resources Categorize information by task and audience for levels of formality. List resources used for research using conventions of standard English (capitals, underlining, italics, and quotation marks) Other Evidence: Teacher observation, checklists Building the Learning Plan Sample Classroom Activities and/or Lesson Plans: Summarizing activities such as Summarizing Game (Summarize a selection in 100 words, then cut it down to 50 words, then to 25 words) Paraphrasing activities, such as saying the same information with more or less formality Refer to personal experience, experience of partners, or interview participants of historic events for teacher-generated topics Given a topic, students will expand it with facts, details, and anecdotes Categorize details by appropriate subtopic Learning Activities: (interventions for students who are not progressing, instructional strategies, differentiated instruction, re-teaching options) Response to Intervention peer tutors/one on one tutors assisting and decreasing assistance as competency is reached in researching, listing resources, using standard conventions of English and organizing information Teacher guided research Universal Design for Learning protocols such as additional time, modified lesson for disabilities (i.e., enlarged drills, flashcards and games) List of Instructional Materials: Encyclopedias Research books, magazines, and newspapers Graphic organizers Folse, K., Muchmore-Vokoun, A., & Soloman, E. V. (2010). Great Sentences for Great Paragraphs. Boston: Heinle. Hogue, A. (1996). First Steps in Academic Writing. White Plains, NY: Longman. Bernstein, T. (1995). The Careful Writer: A Modern Guide to English Usage (2nd ed.) New York: Free Press. Writers Inc.: A Student Handbook for Writing and Learning (6th ed.) (2005). Boston: Houghton Mifflin Harcourt. List of Technology Resources:
Peer teaching Procedures with different objects and concepts Universal Design for Learning protocols such as additional time, modified lesson for disabilities (i.e., enlarged print, drills, flashcards and games) List of Instructional Materials: Math Skills for the Workforce: Whole Numbers. (1997). Steck Vaughn. Number 1 and 2. (2001). Contemporary. Base ten blocks value charts Arrow cards Rectangular arrays Area models List of Technology Resources: Plato Learning Technology Khan Academy— Picket Mill—picketmill.typead.com Super Teacher— Cool Math--- Greg Tang Math— Learn Zillion— Frayer Model for math journals--- Online Practice (practice questions-printable) and (Skill improvement Links) NUMBER AND OPERATIONS - FRACTIONS (NF) 3. NF.1 / 3.NF.2 / 3.NF.3 / 3.NF.4 / 3.NF.5 / 3.NF.6 / 3.NF.7 / 3.NF.8 / 3.NF.9 / 3.NF.10 / 3.NF.11 / 3.NF.12 / 3.NF13 / 3.NF.14 Essential Understandings: Fractions can be represented visually and in written form. Comparisons are valid only when the fractions or decimal numbers refer to the same whole. Fractions and mixed numbers are composed of unit fractions and can be decomposed as a sum of unit fractions. Improper fractions and mixed numbers can represent the same value. Addition and subtraction of fractions involves joining and separating referring to the same whole. A product of a fraction times a whole number can be written as a multiple of a unit fraction. Fractions with denominators of 10 can be expressed as an equivalent fraction with a denominator of 100. Fractions with denominators of 10 and 100 may be expressed using decimal notation. Benchmark fractions and other strategies aid in estimating the reasonableness of results of operations with fractions. The use of area models, fraction strips, and number lines, are effective strategies to model sums, differences, products, and quotients.
Nadell, Judith and Johnson, Beth. (2011). Vocabulary Basics Second Edition. West Berlin, NJ: Townsend Press Books. Nist, Sherrie. (2011). Vocabulary Basics Fourth Edition. West Berlin, NJ: Townsend Books. Word Power: Spelling and Vocabulary in Context: Advanced 1. (1997). Lincolnwood, IL: Contemporary Books. (See Advanced 2 also) Blevins, Wiley. (2001). Teaching Phonics and Word Study in the Intermediate Grades. NYC: Scholastic Professional Books. Tompkins, G. E. & Blanchfield, C. (2004). Teaching Vocabulary: Fifty Creative Strategies. Columbus, OH: Pearson. K. S. (1993). Beginning Reading Practices: Building Reading and Vocabulary Strategies. Ann Arbor: University of Michigan Press. List of Technology Resources: Read and Write Gold Star Vocabulary Booster Workshop Google images COMPREHENSION: LITERATURE (CL) 4.R.CL.1 / 4.R.CL.2 / 4.R.CL.3 / 4.R.CL.4 / 4.R.CL.5 Essential Understandings: Determining and applying specific reading strategies enhances comprehension. Deeper understanding of text can be gained through analysis of story elements. Citing textual evidence supports analysis. The author’s use of particular words and phrases impacts the meaning of the text. Predictions can be made based on information obtained from reading. Various representations of a single story can be compared and contrasted for deeper understanding. Connections can be made between texts within the same or different genres that deal with similar themes. Essential Questions: How can of view be used to increase understanding of characters and the author’s intent?
Zusak, Markus. The Book Thief. (2007). Alfred A. Knopf. London, Jack. The Call of the Wild Journals Graphic organizers books (See below) List of Technology Resources: graphic organizers at – Collection of Voice of America Special English Short Stories (with audio) (for movie selections) Audio books Read and Write Gold reading selections by type, theme, skill and level Graphic organizers at COMPREHENSION: INFORMATIONAL TEXT (CI) 4.R.CI.1 / 4.R.CI.2 / 4.R.CI.3 / 4.R.CI.4 / 4.R.CI.5 / 4.R.CI.6 / 4.R.CI.7 / 4.R.CI.8 4.R.CI.9 / 4.R.CI.10 / 4.R.CI.11 / 4.R.CI.12 / 4.R.CI.13 Essential Understandings: • Effective summaries convey the theme or central ideas of the text and its relationship to supporting ideas by citing textual evidence, drawing inferences, and predicting outcomes. • Connections between individuals and events can be identified and analyzed in text by applying appropriate reading strategies. • Sentences, paragraphs, and chapters have specific in contributing to the development of the overall idea. • Figurative, connotative, and technical meaning impact the tone and precise meaning of the text. • The author’s point of view and purpose are revealed through analysis of evidence, conflict, and view point. • Integration of information from a variety of mediums (visual, textual, and digital) leads to increased understanding. • Analyzing how similar events are presented by different authors or in different mediums deepens understanding of the Essential Questions:
Essential Understanding: Writing for specific tasks, purposes, and audiences is practiced over both extended and brief time frames. Essential Question: What is the relationship between the writing process and the writing task? Students will be able to: (What does mastery look like) Write for a variety of discipline specific tasks, purposes and audiences, over both an extended time (for research, reflection, and editing) and a shorter time (a single sitting). Evidence for Assessing Learning Performance Tasks: Demonstrate mastery of objectives through the assessment of graded: homework, worksheets, quantitative (numerically graded) rubrics, quizzes, tests, and other formal assessments. Including but not limited to: Draft of an expository text in response to a prompt, completed in 60 minutes as evaluated against teacher rubric Draft of a persuasive text in response to a prompt, completed in 60 minutes as evaluated against teacher rubric Other Evidence: Teacher observation Student brainstorming notes and prewriting material Building the Learning Plan Sample Classroom Activities and/or Lesson Plans: Class reviews key components for expository and persuasive writing, including prewriting strategies, appropriate structure, development of evidence, and language and purpose Students are given an expository prompt to address such as: “Choose your dream job, discussing the credentials or qualifications that are needed and demonstrate that you possess characteristics qualifying you for the profession” Students are allowed 60 minutes to plan and write their text Students receive a persuasive prompt to address such as: “Concealed/carry is now legal in many states. Should business owners have a right to disallow concealed carry near or on the premises of their place of business?” Students are allowed 60 minutes to plan and write their text Learning Activities:
VERSION HISTORY Version Date Responsible Notes 0.0.1 0.0.2 0.0.3 Purpose of the Document The NRS Application Retirement plan provides information on the tasks, scheduling and resources that will be required to retire an application. Related Documents: Application Retirement Process
Phase 2: Requirements Action ID Tasks Resource Name Details Target Completion Date Actual Completion Date Current Status Back-up Resource 1 Update STRA <identify any impacts/dependences here> 2 Complete an <provide link to document> 3 Create a retirement plan Identify roll back requirements Identify archive requirements 4 Follow records management process 5 Identify maintenance activities/agreements/licensing 6 Review amortization and any financials around application Indicate results of any financial impacts 7 Ensure all project related documentation is the retirement project folder that should be included are: Retirement Plan Decision Note Destruction Form Manuals Activity Log Project Charter 8 Post notice on
Phase 3: Implementation Action ID Tasks Resource Name Details Target Completion Date Actual Completion Date Current Status Back-up Resource 1 Implementation Kickoff <Schedule meeting> 2 Mitigate outstanding impacts from analysis <define impacts here> 3 Turnoff in DLVR, TEST, PROD, TRAIN 4 Remove database access <define what access needs to be removed here> 5 Await Grace Period Expiration <define grace period> 6 Remove application from servers or desktop* 7 Create application archive folder <indicate name of folder name and path here> 8 Remove passwords from KeyPass appropriately 9 Retire Data 10 Retire infrastructure (if applicable, if not application indicate N/A) 11 Update to remove server linkages
Section I: details of post and/ or funding requested 17. Financial details Post Title Band/ Grade W.T.E. requested Proposed Start Date Proposed End Date Funding Year 1 (2014/15) Funding Year 2 (2015/16) Funding Year 3 (2016/17) funding requested 18. Metrics of success – please outline the proposed key metrics against which your success can be measured throughout, and at the end of, the Fellowship (eg grants obtained, studies completed, papers published, student supervision)
<list> Schedule of Communications Activities <This section provides a schedule of communications activities to be performed during the project. This schedule need only be in point form including activity name/description, responsible individual/group and the targeted completion date. The activities should be grouped by audience and describe how the communication will be done and, to some extent, what will be communicated.> <A communications matrix format has been provided as a suggested format with some content examples. Communications tools can be included with the mechanisms or a separate section can be added to the communications plan so they can be documented.> The communications matrix below identifies target stakeholders and interested parties, the messages they need to receive, the mechanisms and timings of the messages, and the responsible person/group for ensuring the communication is conveyed. TARGET MESSAGE MECHANISM TIMEFRAME RESP Sponsor Status (schedule, progress, issues). Issues/Resolutions. Special Reqmnts. Status Report (HC or Email). Decision request Email, in person Weekly As Required. As Required. Proj Mgr. Steering Committee Content, Progress, Invite ongoing communications. Special Requirements Monthly mtgs., Email bulletins. Email, mtgs., in person . Monthly. Bi-weekly. As req’d. Proj Mgr. Executive Overview, Status, Issues Sponsor (Project provides supporting docs.). At sponsor's discretion, as req'd. Sponsor Project Team Members Context, Overview Status, Issues Special Requirements Project Kickoff Meeting, Project File. . Team meetings, Status Reports, Log, notes Email, mtgs., in person At Project Start Ongoing access Weekly, or as required One-off ASAP. Proj Mgr. Project Team Members Users/ System Owners Context, Overview Technical Reqmts, Input and Update Project Status, Deliverable Status Issues/Resolutions. Project Kickoff meeting, Master Project Plan Meetings, E-mail, Deliverable Reviews Meetings, E-mail, Reviews (In) E-mail, Mtgs., In person; (Out) E-mail, Letter At start of project, as available Based on project schedule Biweekly/ Monthly, as necessary ASAP, as necessary Proj. Mgr., User Rep.
<Note: Replace (or delete) bracketed and/or Green text with required information> <This is an interim template that will be reviewed and revised as time and resources permit. In the meantime, it is available to use and change as desired.> [Project Name] [Name of Ministry] NRS Implementation Plan Project Manager: Creation Date: [Date – YY/MM/DD] Last Updated: [Date – YY/MM/DD] Document Number: 6450-25/[Project Number] Version: 0.0.0
6.2 Training Curriculum The curriculum defines the training courses that will be developed and delivered, including the associated learning objectives, sourcing options, delivery methods and course owners. Use the table below to help plan and manage your training curriculum. Table 4– Training Curriculum Curriculum Code Curriculum Name Module ID Module Name Learning Objectives Build/Buy/ Source Duration (hrs.) Delivery Method Course Developer Course Owner C1 Process Planning M1 Add new accounts Learning to add vendors to account Build 2 e-Learning Joe. P Sam. K C1 Process Planning M2 Account Setup Learning to create new account and navigate system Build 1 ILT Mary. B Bob. S C2 Billing M4 Pay Bills Sending direct deposits Source 4 OJT G. Chris X.
Table 1. List of Requirements in AAMI ES60601-1 that substantially differ from UL 60601-1 AAMI ES60601-1 Section(s) or Clause(s) (See Note 1) UL Requirements Significance of Difference Information NRTLs Need to Submit Clause 9.6 Acoustic Energy None Acoustic testing is present in other standards but data sheets / procedures need to be adapted for this testing. NRTLs must submit a list of equipment and facilities, and procedures for conducting this test. Clause 9.7.2 - .4 Pressure vessels and parts subject to pneumatic and hydraulic pressure None Functional pressure testing will be unique for each product but must be addressed per this clause. must submit a list of equipment and facilities, and a procedure for conducting this test. Clause 9.7.6 Pressure control device None This is a unique test and OSHA is not aware of any other standards where such a cycling test for pressure relief / control valves is necessary. must submit a list of equipment and facilities, and a procedure for conducting this test. Clause 9.8 Mechanical hazards associated with support systems 28.4 Suspension systems of metal without safety devices. This is a unique mechanical test. NRTLs must submit a list of equipment and facilities, and a procedure for conducting this test.
Clause 11.2.1 Oxygen Rich Environment 43.2 (deviation) Oxygen Rich environment There is now an optional additional test if evaluation is not sufficient for proving that the product is not an ignition hazard in an oxygen-rich environment. This is a unique test that a manufacturer may not have the ability to perform. must submit a list of equipment and facilities, and a procedure for conducting this test, or indicate that they cannot perform this test. Clause 15.3.5 Rough handling test 21 Mechanical strength Additional ascending shock testing and door frame shock testing is included that was not present in the previous standard. must submit a list of equipment and facilities, and a procedure for conducting this test. Clause 15.4.3.4 Lithium batteries None Additional evaluation of the lithium batteries is specified to IEC standards. NRTLs need to determine and submit details of how it will approach the surveillance issues that this new requirement raises. Note 1: The table lists requirements contained in the Third Edition of AAMI ES60601-1. If you have any questions or comments, you may contact the NRTL Program at or
Increasing Forestry / beekeeping revenue collection Forestry related capital development (for vehicles, equipment, computers etc) Sustainable/”wise-use” forestry and beekeeping investments at local level Running cost of PFM (patrol, law enforcement, book keeping, meetings) User group NRM capital investments (bicycles, beehives etc.) Minimum % of district covered in forest Minimum % of forest revenues being reinvested into forestry 2.2 Wildlife Establishment and facilitation of WMAs at village level Awareness, information sharing, M&E, reporting Technical training of district staff Wildlife law enforcement Increasing collection from wildlife revenue Wildlife related capital development (for vehicles, equipment, computers etc) Sustainable/“wise-use” – wildlife investments Running cost of community WMA (patrol, law enforcement, book keeping, meetings) - Wildlife user (Authorised Association) capital investments Qualified for CDG DEAP prepared and integrated into DDP DGO in place with suitable qualifications Suitable wildlife indicator – (to be developed) Minimum % of district wildlife revenues being reinvested into wildlife management Land Area + Population + Poverty: (50%) Suitable wildlife indicator (to be determined): (50%) 2.3 Fisheries Establishment and facilitation of BMUs at village level Awareness, information sharing, M&E, reporting Technical training of district staff Fisheries law enforcement Increasing and improving fisheries revenue collection Fisheries related capital development (for boats, equipment, computers etc) Sustainable/“wise-use” fisheries investments Running cost of community fisheries mgt (patrol, law enforcement, book keeping, meetings) - Fisheries user NRM capital investments (boats, etc) Qualified for CDG DEAP prepared and integrated into DDP District Fisheries Officer in place with suitable qualifications Suitable fisheries indicator (eg minimum fish catch/head?) Minimum % of fisheries revenues being invested back into fisheries Land area, population, poverty (50%) Area of open water/wetlands or length of coastline (50%) 2.4 Wetlands Establishment and facilitation of Sustainable Wetlands Management at village level Qualified for CDG DEAP prepared and integrated into DDP Land area, population, poverty (50%)
Supplementary Table 4: Summary of discussed studies on biomarkers for treatment response in the period 2012–2015 biomarker Clinical purpose Cohorts of the initial studies (diagnosis and number of patients) Novel information obtained in Cohort confirmation studies (number of patients) Remarks Anti-IFNβ Nab Response to IFNβ1 Numerous studies, reviewed by Polman et al.1 Numerous studies, lack novelty to previous published work RRMS n = 1642 RRMS n = 2773 RRMS n = 1184 IFNβ-Abs are early predictors Nab MxA miRNA correlated to disability progression in IFNβ treatment Antibody dissociation rates predict persistence of Nab Anti-natalizumab (Nab) Response to natalizumab5 RRMS n = 6255 Confirmation of initial clinical purpose6,7 RRMS n = 736 RRMS n = 1,3797 IL-17F Response to IFNβ8 RRMS n = 268 Initial findings confirmed only for very high levels9 RRMS n = 2399 miRNA Response to IFNβ Initial clinical purpose10,11 RRMS n = 610 RRMS n = 6011 Anti-JCV antibodies Predicting risk of PML12 PML n = 54 and n = 5,89612 Confirmation of initial clinical purpose13 PML n = 71 PML and non-PML n = 2,52213
комуникация, то може да участва Разпространение Отговаря/участва Ако е звеното за комуникация, то може да участва Участва/отговаря МГД и регионалните УО да разпространяват информация Последващи действия Отговаря/участва Участва/отговаря Евентуалната направляваща оценката на НМСР може да предприема действия и да следи напредъка по отношение на препоръките от оценката
Fee Schedule Client Name: ________________________________________________________________ Clinician Name: ________________________________________________________________ Type of Service Dollar Amount Individual Therapy (30 Minutes) 90832 $ 60.00 Individual Therapy (45 Minutes) 90834 $ 90.00 Individual Therapy (60 Minutes) 90837 $ 120.00 Family Therapy (60 Minutes) 90847 $ 120.00 Group Therapy (60 Minutes) 90853 $ 60.00 My signature below acknowledges that I understand the above Fee Schedule. I also understand that this rate may be adjusted according to my insurance company’s allowed amount. If there are any problems with your insurance, please contact us. Client Signature: _________________________________Date: __________ Parent/Guardian Signature: ________________________Date: __________ Clinician Signature: _______________________________Date: __________
Imperial Valley College Division of Nursing Education and Health Technologies Nursing 112 – Spring 2011 – Skills Lab Schedule Instructor: Jean Stroud Instructor: Rosalba Jepson Phone: (760) 355-6425 Phone: (760) 355-6294 Office: 2126 Office: 2130 Email: Email: Faculty website: Textbooks: Taylor's Clinical Nursing Skills, 2nd Ed., by Pamela Lynn Fundamentals of Nursing, 9th Ed by Kozier and Erb Date Lab Description and assignment Lab practice skill Supplies & Lab Set-up Mon 3/14/11 7am – 2:05 pm Check off: Unit 8-PO Meds Unit 9-Inj Meds Tue 3/15/11 Unit #15: Respiratory Assessment Kozier: Ch 30, pp 577-581 (focus on normal) Taylor: Ch 2, pp.64-72 Audio - Visual Assessing Breath Sounds Normal/Abnormal Breath Sounds (Note: on Normal) Students will practice respiratory assessment & listen to breath sounds Stethoscopes Respiratory sounds *Manikin Victor & Vicky set-up with respiratory sounds Wed 3/16/11 Unit #12: Specimen Collection Kozier: Ch 34, pp 815-827; Ch 48, pp Ch 49, pp 1362-1367; (Glucometer) Taylor: Ch 12, pp.682-686; Ch13, pp. Ch18, pp.949-960; 967-975 Audio - Visual Taylor's Video Guide(#13) (view administering a Ig and sm volume cleansing enema) Cleansing Enema Lippincott Clinical Skills: Collecting Laboratory Specimens Unit #13: Respiratory Procedures Kozier: Ch 50, pp 1390-1407, 1382-1386 Taylor: Ch 14, pp. 752-776; Ch 18, pp. Audio - Visual Students will practice collecting specimen and enema administration Specimen containers: biohazard bags, - Sputum collection cup - Urine/stool cup, hat, bedpan Enema kits: fleets, Harris flush, oil retention, lubricant -culturette, hemacults Oxygen delivery supplies: - Nasal cannula, mask, ventri mask, Rebreather/ nonrebreather bags -Humidifier container -spirometer - pleak flow meter - pulse oxymetry - glucometer with strips
Azioni chiave: … … Responsabilità delle parti interessate nella comunicazione e nel dare seguito in merito ai risultati della valutazione della RRN Azioni Attori Fase Passaggio Autorità di gestione unità dell'autorità di gestione USR Altri Comunicazione e diffusione Comunicazione Responsabile / partecipa Se esiste l'unità di comunicazione, può partecipare Partecipa / responsabile Diffusione Responsabile / partecipa Se esiste l'unità di comunicazione, può partecipare Partecipa / responsabile GAL e autorità di gestione regionali possono diffondere le informazioni Seguito Responsabile / partecipa Partecipa / responsabile L'eventuale gruppo direttivo della RRN può intraprendere azioni e monitorare i progressi in relazione alle raccomandazioni di valutazione
more equipment than what’s listed on schedule. i.e. walk-ins, sinks, stainless, furniture, etc. fabricated items, furniture are not included in this bid. 14 Bid Schedule #8 Need plans for shelf measurement See Appendix A, 15 Bid Schedule #11A Spec’s are different from original spec’s. On one of the units it calls out left door hinge in original spec that is not on this spec. Bid per specification Cut Sheets, Appendix B provided for each piece of equipment. 16 Bid Schedule #15A Has accessories that are not included in excel spec’s. Bid per specification Cut Sheets, Appendix B provided for each piece of equipment. 17 Bid Schedule #19A Spec’s are different from original plans. Bid per specification Cut Sheets, Appendix B provided for each piece of equipment; appears that Hat Shield was added and is not called for on specification sheet. 18 General I am concerned the spec’s. Is there a more detailed spec? As you can see I don’t have a set of plans and need measurements to shelves, dunnage racks, etc. See Appendix A,
… … Ustalenie - wniosek - Zalecenie 2: Oczekiwana zmiana: Odpowiedź IZ/JWS: Główne działania: … … Obowiązki zainteresowanych podmiotów w zakresie komunikowania i monitorowania wniosków z ewaluacji KSOW Działania Podmioty Faza Etap IZ inne jednostki IZ JWS Inne Komunikacja i rozpowszechnianie Komunikacja Odpowiedzialna / uczestniczy Może uczestniczyć, jeśli jest jednostką ds. komunikacji Uczestniczy / odpowiedzialna Rozpowszechnianie Odpowiedzialna / uczestniczy Może uczestniczyć, jeśli jest jednostką ds. komunikacji Uczestniczy / odpowiedzialna LGD i regionalne IZ mogą rozpowszechniać informacje Monitorowanie Odpowiedzialna / uczestniczy Uczestniczy / odpowiedzialna Ewentualna grupa sterująca KSOW może podejmować działania i monitorować postępy w odniesieniu do zaleceń z ewaluacji
EC member responsibilities: Commissions and Task Forces 2016-18 ID COMMISSION/TASK FORCE Chair 2016-20 EC Liaison C16.01 Applied Geography Lombard, USA IH C16.02 Biogeography and Biodiversity Mal, India RS C16.03 Climatology Matsumoto, Japan BG C16.04 Coastal Systems Woodroffe, Australia RS C16.05 Cold Region Environments Vlasova, Russia VK C16.06 Cultural Approach in Geography Dupont, France IH C16.07 Dynamics of Economic Spaces Tamasy, Germany NL C16.08 Environmental Evolution Novenko, Russia BG C16.09 Gender and Geography Johnston, New Zealand JDF C16.10 Geographical Education Chang, Singapore; Brooks, UK JDF C16.11 Geographical Information Science Sui, US; Su, China CZ C16.12 Geography of Governance Nunes Silva, Portugal VK C16.13 Geography of the Global Information Society Inkinen, Finland IH C16.14 Geography of Tourism, Leisure, and Global Change Müller, Sweden RT C16.15 Geoheritage Wei, China-Beijing CZ C16.16 Geomorphology and Society Lin, China Taipei MM C16.17 Global Change and Human Mobility Dominguez-Mujica, Spain EdA C16.18 Global Understanding Werlen, Germany YH C16.19 Hazards and Risks Oguchi Japan YH C16.20 Health and Environment Krafft, Netherlands RS C16.21 History of Geography Schmidt di Friedberg, Italy VK C16.22 Islands Clark, Sweden YH C16.23 Karst Trappe, Germany MM C16.24 Land Degradation and Desertification Vacca, Italy MM C16.25 Landscape Analysis and Landscape Planning Elizbarashvili, Georgia BG C16.26 Land Use and Land Cover Change Gabrovec, Slovenia YH C16.27 Latin American Studies Delgado, Peru EdA C16.28 Local and Regional Development Bański, Poland NL C16.29 Marginalization, Localization, and Regional and Local Responses Déry, Canada RT C16.30 Mediterranean Basin Paradiso, Italy BG C16.31 Modelling Geographical Systems Fotheringham, USA CZ C16.32 Political Geography Mamadouh, Netherlands Murphy, USA VK C16.33 Population Geography Piguet, Switzerland RT C16.34 Sustainability of Systems Schmitz, Belgium; Barcus, USA YH
Seminar and Lab Learning Activities: Seminar Exam #1, Performance Exam: Airway suctioning and Oxygen therapy Seminar Readings Seminar Videos Seminar Exam #1 Potter and Chapter 30 Review Mosby’s Nursing Skills None Lab Activities Skill Performance Exam: Airway suctioning and Oxygen Therapy NS3360 Lesson Plan 5 Seminar and Lab Learning Activities: IV Dosage Calculations and Skill Performance Exam: Chest drainage system Seminar Readings Seminar Videos
C12-01 Applied Geography Robert Stimson, Australia Renewed Graham Clarke, United Kingdom C12-02 Arid Lands, Humankind, and Environment Mahmoud M. Ashour, Egypt Renewed C12-03 Biogeography and Biodiversity Udo Schickhoff, Germany Renewed C12-04 Climatology Zbigniew Ustrnul, Poland Renewed C12-05 Coastal Systems Edward Anthony, France Renewed C12-06 Cold Region Environments Doubleday, Canada; Dario Trombotto, Argentina Renewed C12-07 Cultural Approach in Geography Benno Werlen, Germany Renewed C12-08 Dynamics of Economic Spaces Neil Reid, United States Renewed C12-09 Environmental Evolution A. A. Velichko, Russia Renewed Tatjana Boettger, Germany C12-10 Gender and Geography Robyn Longhurst, New Zealand Renewed Shirlena Huang, Singapore C12-11 Geographical Education Lex Chalmers, New Zealand Renewed Joop van der Schee, The Netherlands; John Lidstone, Australia C12-12 Geographical Information Sciences Brian Lees, Australia Renewed Francis Harvey, United States C12-13 Geography of Governance Jan Slovakia Renewed C12-14 Geography of the Global Information Society Mark Wilson, USA Renewed C12-15 Geography of Tourism, Leisure, and Global Change Jarkko Saarinen, Finland Renewed Dieter Muller, Sweden C08-16 Geomorphic Challenges Gary Brierley, New Zealand Retired Irasema to re-launch C12-16 GeoParks Dongying Wei, Renewed C12-17 Global Change and Human Mobility Armando Montanari, Renewed , Spain C12-18 Hazards and Risks Shigeko Haruyama Renewed C12-19 Health and Environment Wuyi Wang, Renewed Co-chair: Thomas Krafft, The Netherlands C12-20 History of Geography Jacobo Garcia Alvarez, Renewed C12-21 Indigenous Peoples, Knowledges and Rights Brad Coombes, New Zealand Renewed C12-22 Islands Chang-yi David Chang, China-Taipei Renewed C12-23 Karst Elena Trofimova, Russia Renewed
Razširjanje odgovoren/sodeluje če je enota za komuniciranje, lahko sodeluje sodeluje/odgovorna lokalne akcijske skupine in regionalni organi upravljanja lahko razširjajo informacije Nadaljnje ukrepanje odgovoren/sodeluje sodeluje/odgovorna morebitna usmerjevalna skupina nacionalne mreže za podeželje lahko sprejme ukrepe in spremlja napredek v zvezi s priporočili vrednotenja
interventions, at least in quantitative terms to obtain data for NRN activities which are meaningful in relation to the stipulated added value of NRN; to number activities and outputs in a context of matchless and nonrecurring interventions; to net out any observed effects by pondering the influence of other interventions; to get reliable quantitative data over a longer period of time (as in the past mostly qualitative information on NRN has been collected). clearly attributed to certain beneficiaries or users, e.g. the degree of information enquired among readers of newsletters; the degree of satisfaction of inquirers in search for support; the degree of use of the website, distinguished by offers (downloads, Measuring involvement of stakeholders Mixing of both approaches facilitates applying quantitative approaches for quantifiable NRN activities and qualitative ones for non-quantifiable ones; for instance, the quantitative assessment of good practice collection can be combined with the qualitative assessment of how this has contributed to increasing the knowledge base amongst stakeholders. This also allows for the cross-checking of findings from quantitative approaches with the use of qualitative ones; for instance, the quantitative results from the assessment of NRN events can be verified with the qualitative results of opinion surveys and stakeholder interviews. Step 4 - Decide on the NRN evaluation approach Apart from considering the advantages and drawbacks of different evaluation approaches, the selection of a robust evaluation approach should account for: the validity of results offered by the evaluation approach, the scale of measurement, the possibility to model output, result and impact indicators into a coherent cause-effect structure, the ability to analyse the counterfactual where it seems to be feasible, the ability to capture unintended effects and the antecedents and the actual time horizon of the intervention94F. Given the complexity of NRN evaluation, a mixed approach, combining qualitative with quantitative methods will be the appropriate choice. Particularly at the higher level of NRN objectives, at the level of NRN results and impacts, the character of NRNs implies a strong emphasis on qualitative evaluation: firstly, because the sphere of activities and influence of the NRN goes beyond the RDP beneficiaries and affects the wider range of the rural actors; secondly, NRN activities addressed to a specific target group may have an effect also on for instance, the information of a thematic exchange event targeting farmers will
and/or restriction on the total number of credits from the CLEP/DSST examinations? YES / NO If yes, please identify and explain any limits and/or restrictions. List the ACE recommended credits would your institution will award for each degree you propose, even if zero. Rate ACE Number Course Title Grad Date ETN2 NV-1715-1736 NUFLDASCOL ET 9/25/2015 NV-1732-0026 NUC PWR 4/22/2016 NV-1732-0028 NPPO REACTOR 2/10/2017 NV-2202-0165 RTC BMT 4/3/2015 MA2 NV-1728-0053 MASTER-AT-ARMS "A" School 12/17/2010 NV-2202-0165 RTC BMT 10/16/2010 MMN2 NV-1710-0154 NUFLDASCOL MM 2/6/2015 NV-1732-0026 NUC PWR 8/4/2015 NV-1732-0029 NPPO MECHANICAL 7/1/2016 NV-2202-0165 RTC BMT 10/4/2014 NOTE: As a reminder, use the information provided in ACE’s “Guide to Military Evaluation of Educational Experiences…” to determine the amount of credit your institution would provide. The “Military guide online” web site link is provided above. Use this table to document responses to questions J3 & J4. Total Hours Awarded for Proposed Degree Rating ETN2 Rating MA2 Rating MMN2