zilongwang/ReadingBank huggingface dataset:
CEC P2 No new eligibles effective 1/1/14 CEC CEM P2 Do not add new CEM coding effective 1/1/14 CEM MAGI with 12E n/r item will take the place of CEM EXT P2 No new EXT based on child support effective 10/1 EXT support is not countable MAGI income. Full-pay QHP N/A N/A Oregon HKC P2 No new eligibles effective 8/23/13 KCA, KCE KCE eligibles transitioned to MAGI CHIP (C21) effective 1/1/14 MAA P2 No new MAA clients effective with 1/1/14 start dates MAA Use MAA MAGI workaround for Parents and Other Caretaker Relatives only MAF P2 No new eligibles effective 10/1/13 MAF MAGI Adult P2 Earliest effective date is 1/1/14 AMO MAGI P2 Earliest effective date is 1/1/14 CMO CML on case means converted from CHIP for 1/1/14 MAGI CHIP P2 C21 185 – 300 if under age 1; 133 – 300 if age 1 through 18 MAGI CHIP w/TPL P2 Effective 4/1/14 T21 MAGI Parent and Other Caretaker Relative P2 Earliest effective date is 1/1/14 PCR Use MAA workaround with “PCR WRKARND” coding MAGI Pregnant Woman P2 Earliest effective date is 1/1/14 PWO Use OPP workaround with “PWO WRKARND” coding Protected Pregnant P2 For the 2-months the pregnancy ends PPW with PCR or PWO Not ready yet, will be implemented in January or February Acronym or name Program Code Key Dates Case Descriptors Comments OHP-CHP P2 No new eligibles effective 10/1/13 CHP No OHP-CHP MAGI Workaround effective with the 1/1/14 CM system changes OHP-OPC P2 No new eligibles effective 1/1/14 OPC
OCCUPANCY REFUND OF BOND FORM This form is to be used to refund an occupancy bond under the Occupied premises details Unit number Street Number Street & Complex Name (If Applicable) Suburb Postcode Refund details Amount of bond refunded to the occupant Amount of bond to be refunded to the Grantor $ $ Occupant details – (Include account details for each tenant, otherwise a cheque will be posted. If paying to a party, the tenant’s signature is required) Full Name Account Holders Name Postal Address BSB Number (6 digits) Account Number Email Signature Contact Phone No Date Full Name Account Holders Name Postal Address BSB Number (6 digits) Account Number Email Signature Contact Phone No Date Full Name Account Holders Name Postal Address BSB Number (6 digits) Account Number Signature Contact Phone No Date Grantor details Full Name Account Holders Name Postal Address BSB Number (6 digits) Account Number Email Signature Contact Phone No Date
PLANNING / ORGANIZATION – ability to anticipate and analyze problems; maps effective solutions. Ability to arrange work, prioritizes and plans work activities, and efficiently apply resources. 0 pts. 2 pt. 4 pts. 6 pts. 8 pts. Unacceptable Poor Acceptable Good Excellent ADMINISTRATIVE FOLLOW-UP – Has a clear plan for tracking open items and completing them on a timely basis. 0 pts. 2 pt. 4 pts. 6 pts. 8 pts. Unacceptable Poor Acceptable Good Excellent OCCUPANCY MANAGEMENT – accurately and concisely reports the occupancy condition; management practices and policies that are designed to maintain a sound condition. 0 pts. 2 pt. 4 pts. 6 pts. 8 pts. Unacceptable Poor Acceptable Good Excellent Resourcefulness / Results - Uses equipment, resources and work time in an efficient and effective manner. Reports waste or inefficiencies to immediate supervisor. Brings improvement solutions to immediate supervisor for discussion. 0 pts. 2 pt. 4 pts. 6 pts. 8 pts. Unacceptable Poor Acceptable Good Excellent Completing work tasks - Consistently completes assigned work completely, accurately, neatly, and on time. 0 pts. 2 pt. 4 pts. 6 pts. 8 pts. Unacceptable Poor Acceptable Good Excellent Comments: Section B. – Factors Influencing Performance (Maximum Points – 44) ADAPTABLE & RESILIENT – responds positively to a changing workplace and changing local conditions; does not hold fast to the status quo. Energy and motivation maintained in spite of constant demands; handles stress well. 0 pts. 1 pt. 2 pts. 3 pts. 4 pts Unacceptable Poor Acceptable Good Excellent PHYSICAL ABILITY – is capable of performing the duties as required. 0 pts. 1 pt. 2 pts. 3 pts. 4 pts Unacceptable Poor Acceptable Good Excellent
Occupation Evaluation Sheet Credit decisions apply to academic years: Cover sheet prepared by: Date of evaluation: List the occupation titles included in this packet: This evaluation process is designed to be completed to the standards of the Council on Adult and Experiential Learning. For the occupation titles listed above, please attest to the following statements concerning the process of evaluation, by placing initials to the left of the statement: The evaluation team included faculty members representing the academic discipline in which courses identified as equivalent to military service are offered. The evaluation team included representatives with delegated authority to make decisions on the institution’s curriculum. There is evidence that learning (not just work, training, and experience) occurred as a part of the evaluated military experience The learning that occurred as part of the evaluated military experience meets the standard for awarding credit at my institution, as listed in the most recent course catalog. The learning is equivalent in nature to specific courses at my institution. Use the space below to list the faculty members who contributed to this evaluation below, along with an institutional representative with authority to accept curriculum decision. Evaluators: Prepared by: Evaluations approved by: Date of approval:
0900 – 1000 Introduction to noise: Fundamental basics of noise 1000 – 1030 Tea break 1030 – 1130 Legal requirements and standards: Environmental and Occupational 1130 – 1300 Monitoring and assessment of noise: Instruments Parameters and measurement strategies: environmental Parameters and measurement strategies: area and personal Parameters and procedures: audiometric hearing test 1300 – 1430 Lunch break and prayer 1430 – 1630 Hands-on practical 1630 – 1700 Tea break Day 2 MASA/TIME TAJUK/TOPICS 0900 – 1000 Monitoring and assessment of noise 2: Calculation 1000 – 1030 Tea break 1030 – 1230 Monitoring and assessment of noise 2: Interpretation of results Report writing 1230 – 1300 Hierarchy of control: Improvement strategies 1300 – 1430 Lunch break and prayer 1430 – 1600 Hearing Protection Fit Test (by 3M) 1600 - 1630 Improvement strategies Report writing Facilitator SHAMSUL BAHRI MOHD TAMRIN. Associate Professor Dr. Shamsul Bahri is Industrial Hygiene/Occupational Ergonomic lecturer in Environmental & Occupational Health, UPM. He had supervised a total of 62 undergraduate students and 18 postgraduate students with 6 PhD students and had completed many research projects sponsored by The Ministry of Science and Innovation and Ministry of Higher Education with the total grant of RM1.7 million. This includes research in industrial ergonomics including intervention of ergonomics injuries among commercial vehicle drivers, improvement of school ergonomics and ergonomics intervention in agriculture especially related to oil palm industries. He is currently one of the consultant for various project with DOSH with total gran of RM2.1 million. Under UPM, he owns industrial patent for Ergonomic bus seat design, ergonomics furniture for school and currently tool for harvesting free fruit bunch. He was among recipient of awards both National and International award especially related to ergonomics improvement among bus drivers. Besides publishing peer reviewed publications, he had consulted DOSH and various industries in occupational safety and health issues including noise exposure, audiometry, indoor air quality,
(1 Part Qualifications) NQF Level 4, Credits 550 OC: Electronic Pre-Press Gravure Technician (1 Part Qualifications) NQF Level 4, Credits 569 OC: Apparel Pattern Maker and Grader (1 Part Qualifications) NQF Level 3, Credits 291 OC: Paper and Packaging Collector, NQF Level 3, Credits 114 OC: Text Editor, NQF Level 6, Credits 195 OC: Journalist, NQF Level 5, Credits 193 OC: Pulp Process Controller, NQF Level 4, Credits 247 (2 Part Qualifications) OC: Paper Process Controller, NQF Level 4, Credits 344 (2 Part Qualifications) QUALIFICATIONS IN THE EVALUATION BY THE QCTO OFFICE Qualification Name OC: Cabinet Maker (Furniture Maker), NQF Level 4, Credits 549 OC: Upholsterer (Furniture) , NQF Level 4, Credits 549 OC: Kiln Machine Operator, NQF Level 4, Credits 366 OC: Saw Doctor, NQF Level 4, Credits 540 OC: Wood Processing Operator, NQF Level 4, Credits 283 OC: Work Study, NQF Level 5, Credits 255 OC: Footwear Pattern Maker, NQF Level 4, Credits 121 OC: Apparel & Related Manufacturing Machine Mechanic, NQF Level 4, Credits 576 OC: Footwear Designer, NQF Level 6, Credits 373 OC: Forestry Production and Operations Foreman, NQF Level 4, Credits 247 OC: Logging Plant Operator, NQF Level 3, Credits 297
Buffalo State Equivalents to our Pre-reqs are: UB Course ES 207 PGY 300 PHI 101, OR PHI107, OR PHI217, OR PHI237 PHY 101 PSY 101 PSY 322 PSY 336 OR NSG 250 SOC 101 STA 119 SOC 211 OT 201 OT 217 Equivalent Buffalo State Course No equivalent course No equivalent course PHI 101 OR PHI 102 PHY 107 PSY 101 PSY 411 PSY 355 SOC 100 MAT 311, or BIO 300, or PSY 306, or ECO 305 No equivalent course No equivalent course No equivalent course Students should check all of the above articulations via .
Fredonia Equivalents to our Pre-reqs are: UB Course ES 207 PGY 300 PHI 101, OR PH 107, OR PHI 237, OR PHI 217 PHY 101 PSY 101 PSY 322 PSY 336 SOC 101 STA 119 SOC 211 OT 201 OT 217 Equivalent Fredonia Course No equivalent course BIOL336 PHIL 115, OR PHIL 218 PHYS 121 PSY 129 PSY 356 No equivalent course SOC 116 STAT 250 OR STAT 200, or PSY 200 No equivalent course No equivalent course No equivalent course Students should all of the above articulations via .
Any other Asian (please specify if you wish): Mixed Background White and Black Caribbean and Black African White and Asian mixed background (please specify if you wish): Continued on next page Other Ethnicities Arab Latin American (please specify if you wish): Any other ethnicity (please specify if you wish): Prefer not to say Preferred language English Other (please specify if you wish): Religion or belief Christian Sikh Hindu Muslim Jewish Buddhist No religion Prefer not to say Other religion or belief (please specify if you wish): Marriage or civil partnership status Married Divorced Widowed Registered in a partnership Separated Surviving member of a civil partnership Formerly in a civil partnership which is now legally dissolved Never married or never in a civil partnership Sex Male Female Transgender gender identity (Please specify if you wish): Prefer not to say Gender and gender identity Is the gender identity the same as the gender they were assigned at birth? Yes No Prefer not to say Pregnancy or maternity (Tick here ‘’ if not relevant) Is the adult currently pregnant and / or on maternity leave? Yes No Prefer not to say Sexual orientation Heterosexual/straight Lesbian/Gay woman Gay man Bi-sexual Prefer not to say If the prefers to use their own term please specify this here: What to do next…
Implementing Communication and Consultation Processes Establishment of Designated Work Groups A designated work group (DWG) is a group of employees in the workplace who share similar workplace health and safety concerns and conditions. In Victorian Government schools a DWG is defined as the whole workplace as a default. However, based on the specifics of the workplace (e.g. in a multi-campus secondary school), the DWG structure may altered to suit that environment (e.g. one DWG for each campus). If requested to do so by an employee, the Workplace Manager must initiate a consultation process to determine if alterations are required to the default DWG structure. This process must commence within 14 days of the request. The number of DWGs is to be determined by negotiation and must consider: the number of employees at the workplace the nature of work performed the number and grouping of employees who perform the same or similar role the areas at the workplace where each type of work is performed the nature of hazards and level of risk at the workplace. Health and Safety Representatives A Health and Safety Representative (HSR) is an employee who has been elected by the members of their Designated Work Group (DWG) to represent them, providing a way for their views and concerns about health and safety to be heard by their employer. If a workplace has an elected HSR, the Workplace Manager and/or Management OHS Nominee must consult with the HSR by: providing the HSR with all the OHS information about the matter that the employer is or intending to provide employees providing the information to the HSR in a reasonable timeframe, where practicable before distributing to all employees meeting with the HSR if an invitation to meet is accepted or if a meeting is requested by the HSR inviting the HSR to meet to consult about the OHS matter giving the HSR a reasonable opportunity to express their views about the matter taking into account the HSR views about the matter. Please refer to for further details about HSRs including: electing a HSR HSR powers and responsibilities HSR training requirements Provisional Improvement Notices. Determining Appropriate Communication Forums The Workplace Manager and/or Management OHS Nominee, in consultation with employees, must determine which communication strategies are most appropriate for their workplace. As a minimum, the workplace must establish: An employee forum, or forums, (e.g. staff meeting) where OHS is discussed as a standing agenda item. This forum/s is to occur at least once a month.
Section 1 Personal details Name of employee Payroll number Job Department Line-manager HRBP Contact Employee Contact telephone no. Date of Initial referral Reason for referral Health related performance issues Possible work related health problem Rehabilitation Sickness absence Other (please state) ………………………………………………………………. For HR completion Triage date Triage outcome Refer to Occ Health Adviser for next available appointment Defer for referral until date………………………………………. because ………………………………………………………………………………………………………. Decline referral because ………………………………………….............. ………………………………………………………………………………………………………. Section 2 Supporting Information Current job description Copies of Fit notes for the relevant period Sickness Absence record Risk Assessment / DSE Assessment form Letter from doctor/consultant/counsellor/etc. Section 3 Nature of current role Please provide a description of the individuals working environment to include number of individuals in team, nature of work (whether physically demanding, requiring travel, office based, use of a pc, degree of repetition of tasks, hours of work, shifts, anti-social working hours etc). The recommendations of the OHA will be informed by this information so please provide as much detail as possible.
The House will ensure that, to the extent practicable, employees are aware of their rights and responsibilities under the Act. The House will consult affected employees and offer prompt intervention and support to maximise the potential for employees to return to work at their fullest physical, psychological, social, vocational and economic capabilities. The House will respect the dignity and integrity of employees. Consistent with the Act, the House will notify House’s insurer within 3 working days of becoming aware that an employee has suffered a workplace accident, injury, illness or disease that results in or is likely to result in partial or total incapacity for work. Consistent with the Act, the House will ensure a return to work plan or injury management plan, as the case may be, is prepared for any employee becoming partially or totally incapacitated for work. As far as practicable, the return to work plan or injury management plan will be prepared in consultation with the House, the employee, the primary treating medical practitioner, the House’s insurer and any other relevant party as prescribed in the Act. The may suggest workplace rehabilitation providers, but an employee will have the right to choose their own workplace rehabilitation provider. PROCEDURES Display in a prominent place a summary of the Workers’ Rehabilitation and Compensation Act 1988. Contact the insurer as soon as possible after it is apparent that an employee is likely to be partially or totally incapacitated for work, and in any case within 3 days. Ensure the occupational rehabilitation process and the employee’s rights and responsibilities are explained to them. If required, ensure that a return to work plan or an injury management plan, as the case may be, is prepared, agreed to by the relevant parties, and implemented. A Return to Work Plan is required to be formulated if the injured worker is likely to be incapacitated for more than 5 days and less than 28 days An Injury Management Plan is required if the injured worker is likely to be incapacitated for more than 28 days Liaise with the employee both during preparation and implementation of the return to work plan and/or the injury management plan. Ensure any difficulties are addressed quickly, effectively and with respect for the employee.
Social Inclusion agenda PIE Demonstrate a knowledge of Clinical Governance Skills Must be able to: Communicate highly complex and highly sensitive information effectively, to a wide range of people Knowledge of current best practice in OT. Application of the OT process with designated client group. Planning and co-ordination of treatment programmes. Ability to work single handed with individual/groups within a community setting. Ability to work as part of a team and understand team dynamics. Effective time management. Group work skills Computer literacy Ability to manage own workload and determine priorities. Effective written and verbal communication skills. Awareness of national and local issues and how they affect delivery of the OT Service. Ability to reflect and critically appraise own performance. Personal Attributes Able to work in accordance with Penrose Values and Behaviours. Able to engage with vulnerable people and work effectively in highly distressing and challenging circumstances. Respects and has awareness of the advantages of joint working with other experienced professionals in a multidisciplinary setting. Able to work flexibly and co-operatively as part of a team
STUDENT INFORMATION Student’s Name: NAU ID: E-mail Address: @nau.edu Phone Number: Enrollment Term: (ex. Summer 2016) Expected Graduation: (ex. Spring 2019) Advisor: Total Required Credits for this Degree Program: 138 This is the: Initial (upon admission) Final (submitted with Graduation Application) Program of Study * Course No. Course Replacement Course Semester Year Hours Grade T/E/P** Occupational Performance Perspectives (7 units required) * OTD 600 Occupational Engagement and Participation Across the Lifespan * OTD 602 Occupational Therapy Practice Theory and Models Body Functions Supporting Occupational Performance (15 units) * OTD 620 Functional Human Anatomy * OTD 621 Neuroscience Foundations for Practice * OTD 622 Conditions Impacting Occupational Performance Pre-req: OTD 600, OTD 602, OD 620, OTD 621 and OTD651 * OTD 623 Human Movement for Occupation Pre-req: OTD 600, OTD 602, OTD 620, OTD 621, OTD 651 Occupational Therapy Toolkit (8 units required) * OTD 631 Occupational Performance Evaluations and Assessments Pre-req: OTD 600, OTD 602, and OTD 650 * OTD 632 Client Communication and Engagement in the Therapeutic Process Pre-req.: OTD 600, OTD 602, and OTD 650 * OTD 633 Educational Strategies and Learning in Healthcare and Academic Settings Pre-req: PTD 622, OTD 623, OTD 631, OTD 632, OTD 651 and OTD 660
Source: eLCOSH Average Sound Levels in Construction Tool Sound Level dB(A) Hammer Drill 114 Pile Driver 112 Chain Saw 109 Chop Saw 108 Impact Wrench 107 Powder Actuated Tool 106 Circular Saw 100 Jack Hammer 96 Grinder 86 Welding Machine 85 – 90 Equipment Operator & Task Sound Level dB(A) Heavy-Duty Bulldozer 97 – 107 Vibrating Road Roller 91 – 104 Asphalt Road Roller 85 – 103 Crawler Crane > 35 ton (non-insulated cab) 90 – 98 Crawler Crane > 35 ton (insulated cab) 80 – 89 Rubber-Tired Crane > 35 ton (non-insulated cab) 78 – 90 Rubber-Tired Crane > 35 ton (insulated cab) 59 – 87 Average dB(A) for Some Construction Trades / Activities
JOB REQUIREMENTS: Knowledge and Skills Registered General Nurse (R.G.N) Advanced Clinical skills. Level 3 NMC Register (Specialist Community Public Health Nurse) Occupational Health Nursing (OHNC) Diploma/Degree or equivalent. Health Surveillance competencies: Spirometry and Audiometry testing Vision Screening DSE Work station assessments Drug and Alcohol testing Counselling Skills Maternity assessment knowledge Continual professional development and skills updating. Supervision and/or support of colleagues in the occupational health team. Maintains and manages own case loads and complex cases. Ability to communicate effectively across a wide of staff groups, including sensitive information identifying potential barriers to understanding. Must hold a current driving licence and be able to drive. Computing skills-MS Office Suite Working knowledge of Health & Safety legislation.
University of Texas Employee Health Clinical Services Occupational Health Program Enrollment Form Confidential Medical Information TYPE OR PRINT CLEARLY Name: Date of Birth: Gender: Male Female Street Address: City/State/ZIP/Country: Your Contact Number(s): Your email: Your Supervisor or Sponsoring Agency: For visitors, what is the estimated duration of your stay at UTH? Visiting Student Trainee ____Months ____ Days Visiting Scientist ____Months ____ Days Job Title: UTH Department/School: CONFIDENTIALITY STATEMENT: This form requests that you provide personal health information that is protected by University policy and State and Federal law. Your rights to the confidentiality of your personal health information will be strictly maintained by Employee Health Services. Your information will be used or disclosed in accordance with those policies and laws only to the minimal extent necessary for your treatment or business operations. You are not required to disclose this information and may decline enrollment at the end of this form. Animal / Biological Agent Contact Please indicate the animals you work or will be working with (check the box if you work with the specified animal). Amphibians Gerbils Rats Other list: Birds Goats Rabbits Cats Guinea Pigs Reptiles Cattle Hamsters Sheep Dogs Mice Swine Ferrets Non-Human Primate Wild Rodents Fish Poultry Please indicate tissue, blood, or biological agents that you work or will be working with (check the appropriate box): Do you work with primate tissues? Yes No Do you work in an area where primates or primate tissues are housed or handled? Yes No Do you work with human blood products? Yes No Do you work with animal blood products? Yes No Do you work with human tissue? Yes No Do you work with animal tissue? Yes No Do you work with recombinant DNA technology? Yes No If yes, does the research involve techniques in viable, recombinant DNA-containing micro-organisms are used to infect animals that require Bio-safety level 3 containment? Yes No Medical History Have you had any changes in your health condition in the past year? Yes No
OCCUPATIONAL HISTORY NAME: DATE: Date of Birth: day month year Current Job Title/ Employer: Type of Industry: Length of Time at Current Job: Employment Status: Ο Full time Ο Regular Hours Ο Regular Duties Ο Part-time Ο Modified Hours Ο Modified Duties Do you undergo any routine medical at work? Yes Ο No Ο If yes one(s) and why? (silica, lead, isocyanates, asbestos, other) Ο Hearing tests Ο Chest x-rays Ο Pulmonary Function Tests Ο Bloods tests Ο Other Do you wear Personal Protective Equipment? Yes Ο No Ο If yes, which one(s): Ο Gloves Ο Coveralls Ο Safety Glasses Ο Hearing Protection Ο Mask Ο Respirator Ο Safety Shoes Ο Other_ if you are exposed to any of the following: Ο Fumes Ο Animals Ο Loud Noises Ο Dust Ο Vibration Ο Extreme Heat/Cold Ο Chemicals Ο Radiation Ο Pesticides Ο Solvents Ο Nanofibers Ο Metal Working Fluids Ο Repetitive movement/lifting Ο OTHER Do you think that any aspect of your health is aggravated by your work? Ο Yes Ο No Please list any other jobs you have had in the past, include dates (years), title and your job description (welding, painting, etc.) DATES EMPLOYER JOB TITLE JOB DESCRIPTION
order to initiate a verbal exchange, or to get the attention of an RA who is sitting at a different table. Conversations between residents do not go beyond inquiring how one is enjoying their food, why one is not eating the food in front of them, or the reason why one has not received their plate yet. Body Functions and Structures Structures of the nervous system. The hypothalamus influences the occupation of self- feeding, as it regulates the metabolic processes related to eating, as well as controls hunger levels (Nolte, 2009). Eyes, ear, and related structures. An intact visual system supports engagement in Structures involved in voice and speech. N/A Structures of the cardiovascular, immunological, and respiratory systems. Structures including the heart, blood vessels, and lungs impact the cardiovascular and respiratory functioning required for self-feeding. Structures related to digestive, metabolic, and endocrine systems. Proper functioning of digestive organs, including the oral cavity structures, esophagus, stomach, small and large intestines, and rectum are directly involved with eating, and are therefore associated with the occupation of self-feeding. Similarly, hormonal structures including the pituitary gland are necessary in regulating metabolic functioning and hunger levels. Structures related to genitourinary and reproductive systems. N/A Structures related to movement. Sufficient (ROM) of the upper extremity is required to bring self-feeding tools and materials to one’s mouth.
OCCUPATIONAL SAFETY COMMITTEE 2015 – 2016 Chair Lee Gould, Fire/Security Specialist Ext. 2185 Admin. Information Tech/Technical Services Don Salo, Director – Telecommunication Services Ext. 1987 Alternate: Kim Erickson, Ext. 1829 Art & Design Tom McManus, Studio Technical Supervisor Ext. 2318 Building & Grounds Brandon Assistant Director- Facilities Engineering & Planning Ext. 1446 Communication & Performance Studies Dining Services Paul Schoonveld, Assistant Director Ext. 2494 Alternate: Nathan Mileski, Ext. 2295 Engineering & Planning Steve LaBar, Architectural Specialist Ext. 2121 Housing & Residence Life Travis Reamer, Assistant Director Ext. 1087 Human Resources Kristen Bjorne, Assistant Director Ext. 1030 Intercollegiate Athletics/Recreational Sports Chris Busch, Assistant Facility Manager Ext. 1270 Learning Resources Division Pat Lakenen, AV Operations Supervisor Academic Affairs Robert Winn, Interim Assistant Provost Ext. 1630 Plant Operations Esko Alasimi, Associate Director Ext. 2689 Gisele Duehring, Assistant Director Ext. 2158 Herb Brundage, Supervisor Ext. 2727 Terry Eilders, Supervisor Ext. 1328 Kim Hegmegee, Supervisor Ext. 1634 Printing Services Purchasing Steve Brown, Manager Ext. 1188 Public Safety & Police Services Darwin Gager, Deputy Director Ext. 1474 Jeffrey Mincheff, Deputy Director Ext. 2150 Mandy Magno, Occ/Environmental Health Specialist Ext. 1415 University Center Tom Helgren, Director – Auxiliary Services Ext. 2623 Ex-Officio Member Mike Bath, Director Public Safety & Police Services
Occupational Therapy Monthly Update Student Name: ___________________________ Date of Note: ____________ Student Goal: Student will perform pre-writing tasks. trace lines/shapes copy lines/shapes from visual model Student’s Behavior: Cooperative – [follows directions] [tries their best] [respects adults and peers] Uncooperative – [does not follow directions] [does not try their best] [disruptive to peers] [disrespectful to adults] Student’s Progress
Amarillo College Curriculum Map Division: Health Sciences Degree/Academic Program(s): Occupational Therapy Assistant (OTHA.AAS; OTHA.AS) Person Responsible for Division: Mark Rowh, Dean Component Dr. Sheree Hilliard Talkington, OTR, Program Director OTA Submission Date: 10/30/15 Purpose Statement: The mission of Amarillo College’s OTA program is to attract and retain a peak number of applicants who will progress through the program to graduate and then achieve national certification status enabling students/graduates as lifelong learners to enrich their own lives as well as the lives of those in the community. Goal #1: To graduate students qualified to provide entry level occupational therapy assistant interventions in fieldwork (high impact) and upon graduation in a variety of environments. Program-Specific Courses PLO #1: Students will develop critical thinking/ reasoning to select intervention PLO #2: Students will demonstrate verbal skills to formulate justification for intervention selected PLO #3: Students will generate understanding of populations to differentiate interventions for various ages OTHA 1305 Principles I I OTHA 1309 Human Structure I OTHA 1241 Occ Performance birth thru adolesence I, D OTHA 1415 Ther Use Occ I I OTHA 1249 Occ Performance in adulthood I I, D OTHA 2402 Ther Use of Occ II I, D OTHA 2301 Pathophysiology in OT I OTHA 2309 Mental Health in OT D I OTHA 1253 Occ Performance of elders D I, D OTHA 1419 Ther Inv I D D,M OTHA 2405 Ther Inv II D D, M OTHA 2335 Healthcare Mgmt in OT OTHA 2266 Practicum I M M M OTHA 2267 Practicum II M M M OTHA 2330 Workplace Skills for the OTA Capstone Course I = Introduced; D = Developed & Practiced with Feedback; M = Demonstrated at Mastery
Goal #2: To graduate students who interpret human functioning and the practice of occupational therapy to be prepared to work in their setting of choice. Courses PLO #1: Students will recognize typical and atypical client factors and occupational performance PLO #2: Students will compare the domain of OT across work settings PLO #3: Students will differentiate interventions for various ages based on understanding of populations OTHA 1305 Principles I OTHA 1309 Human Structure I OTHA 1241 Occ Performance birth thru adolesence I, D I, D I, D, M OTHA 1415 Ther Use Occ I I, D OTHA 1249 Occ Performance in adulthood I, D I, D I, D, M OTHA 2402 Ther Use of Occ II I, D OTHA 2301 Pathophysiology in OT I OTHA 2309 Mental Health in OT I I, D OTHA 1253 Occ Performance of elders I, D I, D, M OTHA 1419 Ther Inv I I,D OTHA 2405 Ther Inv II I,D OTHA 2335 Healthcare Mgmt in OT D OTHA 2266 Practicum I M M M OTHA 2267 Practicum II M M M OTHA 2330 Workplace Skills for the OTA M I = Introduced; D = Developed & Practiced with Feedback; M = Demonstrated at Mastery
Job Description – Administrator of CHEN Tianlong Gallery( and College Assistant of Architecture & Design) Department: CHEN Tianlong Gallery Report to: Curator Responsibilities: Responsible for management. Maintain the order of exhibition hall, ensure the safety of art works and implement the relevant rules and regulations. Responsible for exhibition and withdrawal. Frame, suspend and clean art works during the exhibition; assist to pack and move after the exhibition. Guide and provide some commentary for different groups of visitors, and afterwards collect the feedbacks or suggestions. Assist Dean to operate college’s day to day work include annual budget management, annual working plan, external reception, communication and coordination with students and faculty, and some important events. Assist Dean to improve college’s organization structuring, position setting, and recruitment work. Responsible for the department’s program application, program development, curriculum planning and scheduling for the Architecture Department. Perform other duties as required. Qualifications: Required Qualifications: Master’s degree or higher, majored in Arts, Design, Exhibition or relevant fields. At least two years relevant working experience. Basic fluency in oral English. Good service awareness, positive working attitude and communication skills. With overseas education background or relevant working experience enjoys priority.
2. Essential Acids 3. Vitamins a. water soluble b. fat soluble 4. Minerals III. Strategies for Ingestion A. Categories 1. 2. 3. B. Mechanisms 1. 2. 3. 4. Student Learning Objectives: What are the basic processes of digestion?
D. Regulation 1. Cephalic a. Events b. Outcomes 2. Gastric a. Events b. Outcomes IV. Comparisons A. Dentition Tubular Divisions Student Learning Objectives: How would you define a circulatory system and what are its general functions? How is the circulatory system designed? How can you distinguish between a gastrovascular system, a water vascular system, an open vascular system, from a closed vascular system as per design and function? What are the various strategies for a vertebrate heart? What is the histology of the heart? Describe the valve structure, blood flow direction, cardiac cycle, and control mechanisms for the mammalian heart?
Bio& 213 Exam 1 Practice 1. (2) Explain how plants are said to be the “lungs of the earth”? 2. (3) Explain the difference in function between a cells’ roughER and smoothER? 3. (3) Cite and explain an example of how a plant could show irritation and adaptation? 4. (4) Explain two mechanisms or characteristics used to classify organisms into various grouping? 5. (3) Explain how phylogeny differs from taxonomy?
12. El Nino – 13. Intergovernmental Panel on Climate Change (IPCC) – Answer Questions: 14. Weather patterns change constantly over time. From your own memory, what weather events can you recall? Can you find evidence in your own experience of climate change? What does your ability to recall climate changes tell you about the importance of data collection? 15. How does the decades-long, global-scale nature of climate change make it hard for new policies to be enacted? What factors might be influential in people’s perception of the severity of the problem? 16. Of the climate wedges shown in table 15.3, which would you find most palatable? least tolerable? Why? Can you think of any additional wedges that should be included?
The following lists all the outcomes assessed each year and must match you rotation schedule. This table can be adapted to reflect your program outcomes assessed for each year. Year Student Learning Program Outcome#1 Student Learning Program Outcome#2 Student Learning Program Outcome#3 Student Learning Program Outcome#4 2014-2015 2015-2016 2016-2018 Analysis of data: (What does this data mean?) Recommendations: (please use data to make recommendations for improvement) 1. 2. 3. MULTIPLE ASSESSMENT MEASURES OR EXITING DEGREE REQUIREMENTS Provide a list of multiple assessment measures used within your department Please indicate if they are direct and indirect, when administered (As applicable to the department and degree area). Please provide a brief description of the assessment and its use in the program (As applicable to the department and degree area). The following table lists all the multiple measures used within the academic departments. This table can be adapted to reflect your program direct or indirect assessments. The table can also be used to reflect your exit requirements of the degree.
2015-2016 2016-2017 2017-2018 Please complete the following table to demonstrate how and to what extent is your department engaged in academic advising? Full Time Faculty: Mid Semester Advising Week Fall 2014 Mid Semester Advising Week Spring 2015 Mid Semester Academic Advising Totals New student Existing Student New student Existing Student New student Existing Student Faculty 1 Faculty 2 Please complete the following table to demonstrate how and to what extent your department is engaged in mentoring, additional assistance, extended tutorials. Full Time Faculty Fall Semester Spring Semester Total
projects are provided expansion of research toward the expansion of research 6. APA format 10 elements Lack of an attempt to meet APA formatting guidelines. .10 points per element 1) Format of the document is not recognizable as APA style. 2) There are frequent errors in the body of the document. 3) Frequent errors in the APA reference section. 4) Mistakes in margin aligned. 5) 12 point font, 6) Times New Roman not used throughout. 7) Mistakes in document alignment with table of contents, 8) list of tables, 9) figures, and 10) appendixes. .20 points per element 1) Format of APA style is present with < 10 errors. 2) < 5 errors in the APA reference section. 3) Proper alignment of margins. 4) Use of 12 point font, 5) Times New Roman is used. 6) Double spacing is visible. 7) Document is properly aligned with table of contents, 8) list of tables, 9) figures, and 10) appendixes. .30 points per element 1) APA form a clearly defined without errors. 2) No errors in the APA reference section. 3) Proper alignment of margins. 4) Use of 12 point font, 5) Times New Roman is used. 6) Double spacing is visible where appropriate. 7 Document is properly aligned with table of contents, 8) list of tables, 9) figures, and 10) appendixes with no errors. 7. Mechanics of Writing 5 elements Proper grammar and mechanics are missing. Organization of thoughts is difficult to read. .20 points per element Grammar, and mechanics are poor. The organizations of thoughts are not clearly stated. .40 points per element Grammar, and mechanics are good. Organization of thoughts are clearly stated .60 points per element Grammar, usage and writing mechanics are outstanding. Organization of thoughts clearly and concisely stated
UNIT-4: SOIL MICROBIOLOGY 4.1 Microorganisms in soil 4.2 Functions of microorganisms in soil 4.3 Nitrogen Cycle and Nitrogen fixation 4.4 Rhizosphere 4.5 Biofertilizers, Bioinsecticides and Biopesticides REFERENCES: Purohit S. S. (2006). Microbiology: Fundamentals and Applications, 7th ed., Agrobios(India). J. & Sherwood L. (2007). Prescott, Harley, and Klein’s Microbiology, 9th ed., McGraw-Hill Science/Engineering/Math. Pelczar M. J. & Chan E. C. S. (1998). Microbiology, 5th ed., Tata-McGraw-Hill. Powar C. B. & Daginawala H. F. General Microbiology, Vol. II, Himalaya Publishing House. Tortora G. J. & Funke B. R. (2006). Microbiology: An Introduction, 9th ed., Benjamin Cummings. Salle A. J. (1984). Fundamental Principles of Bacteriology, 7th ed., Tata-McGraw-Hill. COURSE- MT: 06 HUMAN ANATOMY AND PHYSIOLOGY-1 CREDIT- 02 2hrs/week UNIT: 1 INTRODUCTION TO HUMAN BODY The Cell- Structure and Function Tissues 1.2.1. Epithelial Tissue 1.2.2. Connective Tissue 1.2.3. Muscle Tissue 1.2.4. Nervous Tissue Homeostasis 1.3.1. Positive Feedback Mechanism 1.3.2. Negative Feedback Mechanism UNIT: 2 CIRCULATORY SYSTEM Cardiovascular System
3.5 Regulation of Respiration UNIT: 4 REPRODUCTIVE SYSTEM 4.1 Structure of Male Reproductive organs 4.2 Spermatogenesis 4.3 Structure of female Reproductive organs 4.4 Oogenesis REFERENCE: Anne W. & Allison G. (2010). Ross and Wilson; Anatomy and Physiology in Health and Illness, 11th ed., Elsevier Churchill Livingstone. Tortora G. J. and Willey B. D. (2014). Anatomy and Physiology, Edition. Chaurasia B. D. (2013). Human Anatomy, 6th ed., vol 1,2,3, CBS Publisher & Distributor Pvt Ltd. Andras C. (1999). Anatomy of the Living Human, Atlas of Medical Imaging, Konemann. COURSE- MT: 10 GENERAL BIOCHEMISTRY-2 CREDIT- 02 2hrs/week UNIT: 1 HORMONE Introduction Classification Mechanism of action of Steroid Hormone Mechanism of action of Non-steroid Hormone through cAMP & cGMP as a secondary messenger Mechanism of action of Non-steroid Hormone through Phosphatidyl inositol/ Calcium as a secondary messenger Nuclear receptor mechanism of Non-steroid hormone UNIT: 2 MINERALS 2.1 General Function and Classification 2.2 Calcium: Biochemical function, Dietary requirement, Source, Adsorption, excretion and Disease state 2.3 Hormonal regulation of blood calcium 2.4 Biochemical function, Dietary requirement, Source, Adsorption, excretion and Disease state of: Sodium, Potassium and Chloride
KMS PHYSICAL EDUCATION 2016-2017 QUARTER GRADE 6 GRADE 7 GRADE 8 1 Unit 1 (Outdoors) Speedball Flag Football Ultimate Frisbee 1 Units 2, 3, 4 Paddleball (Gold gym) Pickleball (Gold gym) Badminton (Gold gym) 2 Units 2, 3, 4 Wellness Aerobic Capacity Fitnessgram Wellness Flexibility Fitnessgram Wellness Muscular strength / endurance Fitnessgram 2 2, 3, 4 Tchouk Ball (Blue gym) Team Handball (Blue gym) Indoor Games (Blue gym) January 18-19 PACER mid-year check PACER mid-year check PACER mid-year check January 20-21 Hoops For Heart Hoops For Heart Hoops For Heart 3 5, 6, 7 Faust Ball (Blue gym) Volleyball (Blue gym) Eclipse Ball (Blue Gym) 3 Units 5, 6, 7 Fitness (Gold Gym) Fitness (Gold Gym) Basketball (Gold Gym) 3-4 Units 5, 6, 7 Dance / Jump Rope (Cafeteria) Archery (Cafeteria) Fitness (Cafeteria) 4 Unit 8 (Outdoors) Track & Field Disc Golf Outdoor 2016-2017 Dates Days Teaching Staff: Check in Sept. 1 – Sept. 7 (2) Christina Gagan Unit 1 Sept. 8 – Oct. 7 (11) Jeff Gillen Unit 2 Oct. 10 – Nov. 8 (10) Lisa Stigler Unit 3 Nov. 9 – Dec. 8 (10) Karen Wunschel Unit 4 Dec. 9 – Jan. 13 (10) Jan. 16 – Jan. 17 (1) HFH Jan. 18 – Jan. 19 (1) Check in Jan. 23– Jan. 24 (1) Unit 5 Jan. 25 – Feb. 22 (10) End of Quarters: Unit 6 Feb. 23 – March 22 (10) 1st – Nov. 4 Unit 7 March 27 – May 1 (10) 2nd – Jan. 19 Unit 8 May 2 – June 1 (11) 3rd – March 22 Check out June 2 – June 9 (2) 4th – June 8
JA BizTown is one of many programs that Junior Achievement offers to students of San Diego and Imperial Counties. Students from local school make a big splash in JA BizTown! SAN DIEGO, CALIFORNIA DATE: March 31, 2014 SAN DIEGO’S BUSINESS DAILY THE SAN DIEGO U-T KIDS COLLEGE, NOTRA DAME Today’s Weather Forecast: Partly Cloudy HIGHS: 66 LOWS: 59 We would like to thank our wonderful teachers: Shauna Van Bemmel Ginger Willadesen Susie De Paul Lisa Stoughton Tomi Hayes Word & Letter Play REARRANGEMENT Rearrange the letters in the following phrase to tell what many children can do better than most adults ROAST MULES STRATEGY Write the letters on small pieces of paper and move them to create a new word. San Diego Airport is great! You shoud go there because they like working, so that means they are good employees. You can go on a plane ride. ZACHARY FROM ABC LOVES HIS JOB AND THINKS THE BEST PART IS WORKING WITH HIS FRIENDS. Sun Diego is a great place where you can get great products and great services. They like it when people come to their store and buy their products. They are the only surf/skate shop in JA Biztown. THE BIZTOWN MAYOR, KYLE WESSELN, WAS SUR- PRISED OF THE LAYOUT OF ALL THE SHOPS INSIDE OF BIZTOWN. HE TO HELP EVERYONE! HE DOESN’T LIKE TO GIVE SO MANY SPEECHES. Ellery from Sea World, the CEO, said the best part of the day is watch- ing the kids with smiles on their faces as they walk out with their picture with Shamu. The CEO from Cox Communications, Landon, said his job was easy and he thinks Biztown is great for kids! THE SAN DIEGO U-T STAFF CEO/CFO Hayden Photographer Orlando Reporter Everett Ad Executive/Editor Luci EDITORIAL Here is what I think about working at The San diego U~T: It was tricky at first, and then it started to get easier. It was really fun though! -by Luciana Bader UNION TRIBUNE STAFF For more information about Junior Achievement, call 619-682-5155 or visit us on the Web at
De Bono’s Question Stems Hat 6 Hats Question Matrix what information is missing, identifies the facts What is...? Who is...? Where is...? How is...? What can...? examines the negative aspects of a topic Why did...? How will this impact negatively...? What are the negative outcomes of ...? What did...? focuses on the positive aspects of a topic What are the positive points of...? When will...? Who can...strengthen our community? How will...? at a topic from the point of view of emotions and feelings What would...? How does...affect our relationships? Describe how you would feel if...? requires creative and lateral thinking about a topic How can we...? Why might we...? What is a creative way to...?
3. A Heart that Followed God through the Valleys was a man whose heart followed God even through the valleys, through times of trials. David remained faithful even when he didn’t understand what God was doing in his life. A. God’s Provisions in Trials Psalms 84:6-7 6 Who passing through the valley of Baca make it a well; the rain also filleth the pools. 7 They go from strength to strength, every one of them in Zion appeareth before God. Baca means: the valley of weeping. Note Psalms 84:10 & 12 Psalms 84:10 10 For a day in thy courts is better than a thousand. I had rather be a doorkeeper in the of my God, than to dwell in the tents of wickedness. Psalms 84:12 12 O LORD of hosts, blessed is the man that trusteth in thee. 1. God sustains us
2 SR.SECONDARY 3 GRADUATION BA/B.Sc./B.Com) (Others Please specify) 4 POST GRADUATION (Mention subject) 5 B.ED . (Theory & Practical) 6 CTET (For TGTs Only) conducted by CBSE Paper II 7 Ph.D/M.Phil/NET (For PGT only) 8 (If any) (Kindly enclose proof in respect of conversion of grades into marks) (B) Co- Scholastic Achievement : 1 Representing National/SGFI in Sports and Games Attach copy of certificate 2 Representing State/University/Region in Sports and Games Attach copy of certificate 3 Representing Distt. in Sports and Games Attach copy of certificate 4 NCC ‘ C’ / ‘ B’ / ‘A’ Certificate Attach copy of certificate
5 NSS Attach copy of certificate 6 Scout & Guide President award/Government Award/ Tritiya Sopan Attach copy of certificate 7 Certificate of performance awarded by Govt. Institution in Art/Music/Literature at “National level” Attach copy of certificate 8 Certificate of performance awarded by Govt. institution in Art/Music/Literature at State Level Attach copy of certificate 9 Teaching experience in day school/Residential Attach copy of certificate Only for TGT (Mathematics) Course of Study Ist Year IInd Year IIIrd Year Total marks obtained (all year together) Maximum allowed (All year together) Remarks Subject Offered %age of Marks obtained Subject Offered %age of obtained Subject Offered %age of obtained B.Sc 1 Maths Maths Maths Attach copy of mark of B.Sc I,II,III Physics Physics Physics Chemistry Chemistry Chemistry Only for TGT (Science) Course of Study Ist Year IInd Year IIIrd Year Total marks obtained (all year together) Maximum Marks allowed (All year together) Remarks Subject Offered %age of obtained Subject Offered %age of Marks obtained Subject Offered %age of obtained B.Sc 1 Chemistry Chemistry Chemistry Attach copy of mark sheet of B.Sc I,II,III 2 Biology Biology Biology 3 Zoology Zoology Zoology Only for TGT (Social Studies) Course of Ist Year IInd Year IIIrd Year marks obtained (all year together) Maximum Marks allowed (All year together) Remarks Subject Offered %age of Marks obtained Subject Offered %age of obtained Subject Offered %age of obtained B.A 1 History History History Attach copy of mark sheet of B.A I,II,III 2 Geography Geography Geography 3 Economics Economics Economics 4 Pol. Science Pol. Science Pol. Science Only for TGT (English) Course of Study Ist Year IInd Year IIIrd Year Total marks obtained (all year together) Maximum allowed (All year together) Remarks Subject Offered %age of Marks obtained Subject Offered %age of Marks obtained Subject Offered %age of Marks obtained