zilongwang/ReadingBank huggingface dataset:
District 4 Southeast Fall Constitution Meeting: TBD Spring Elections/Talent: TBD Officers: President: Kinsey Parker – Deer Park 281-507-1775 kparker@dpisd.org Vice President: Shanelle Wynne- Clear Springs 817-917-8598 shwynne@ccisd.net Secretary: Ralph Stokley – Clear Creek 281-615-5353 rstokley@ccisd.net Treasurer: Kori Adams- Clear Falls 281-229-2417 kadams1@ccisd.net District Officer Advisor: Jared Lynch – Pearland 281-414-9590 lynchj@pearlandisd.org Convention Registration Ashlie Paige – Clear Springs- 832-656-0601 apaige@ccisd.net Area Officer Candidate Interviews Ashlie Paige- Clear Springs 832-656-0601
Instructions for the New e-IRB System Initial Activation Process of a Migrated Protocol *Note – You must have Adobe Acrobat to be able to convert the migrated pdf “snapshot” of the “Approved” protocol to a WORD file *Note – The ability to view migrated “Approved” protocols within the “old” e-IRB system is only available for 6-months. Investigators are strongly urged not to wait to perform the initial activation activity of migrating their “Approved” protocol Step 1 – Login to e-IRB system Step 2 – Within “IRB” tab go to “ACTIVE” tab and locate your protocol Step 3 – Click on the name of the protocol Just below the protocol flow diagram, you will need to select the blue shaded “---“ tab for “Snapshots” Open the “Approved” pdf version “Snapshot” protocol and move to your desktop *NOTE YOU WILL NEED TO UPLOAD ALL ATTACHMENTS FROM YOUR MIGRATED PDF “APPROVED” PROTOCOL TO THE NEW E-IRB SMART FORM Convert the “Approved” pdf version protocol to a WORD file Step 4 – On the left-hand side of page select “Create Modification/CR”
Safety Equipment Information (if not included in Basic information section) Hazard Analysis When completed attaching documents, hit the Save button and on the >>continue>> button SECTION 6 – ADDITIONAL INFORMATION Begin completing section 6 “Additional Information” items Item #1 – Item #3 are required fields and must be addressed Item #4 includes identification of the protocol “Medical Monitor”. When you have completed addressing all the information, hit the Save button and click on the >>continue>> button SECTION 7 – FINAL PAGE Begin completing section 7 “Final Page” items 1-2. Item #1 – Click the “FINISH” button to return to the study face page On the far left-hand side of the page, click the “SUBMIT” button and the system will move the protocol submission to a state of “Pre-Review” Verify and provide your login credentials
Porfilio, B. and Malott, C. (Eds.) (2008). The destructive path of neoliberalism: An international examination of education. Sense Publishers. Segall, William (2006). School reform in a global society. Lanham, MD: Rowman & Littlefield. Neoliberalism, Education and Democracy: Abernathy, S.F. (2005). School choice and the future of American Democracy. Ann Arbor, MI: University of Michigan Press. Duggan, L. (2003). The twilight of equality: Neoliberalism, cultural politics, and the attack on democracy. Boston: Beacon Press. Engel, M. (2000). The struggle for control of public education. Market ideology vs. democratic values. Philadelphia: Temple University. D. and Boyd, W. L. (1994). Antipolitics, education, and institutional choice: The flight from democracy. American Educational Research Journal, 31(2), Wolf, P. and Macedo, S. (2004). Educating citizens: International perspectives on civic values and school choice. Washington, D.C.: Brooking Institution Press. New Policy/Advocacy Networks Ball, S. (2012). Global Education, Inc.: New policy networks and the neoliberal imaginary. New York: Routledge. Ball, S. and Junemann, C. (2012). Networks, new governance and education. Chicago: Policy Press. Ball, S. (2009A) 'Privatising education, privatising education policy, privatising educational research: network governance and the 'competition state'', Journal of Education Policy, 24 (1), 83 -99. Ball, S. (2009B). Beyond networks? A brief response to “which networks matter in education governance.” Political Studies 57, 688-691. Ball, S. (2008). New Philanthropy, New Networks and New Governance in Education, Political Studies, 56 (4), 747–65. Henry, A. (2011). Ideology, Power, and the Structure of Policy Networks. The Policy Studies Journal, 39(3), 361-383.
8 1,9 Narrative-Personal RL 5.1, 5.9 Unit 1, Week 4* “Satchel Paige” p. 116 compared to “Roberto Clemente: A Baseball Hero” p. 134 9 1,2 4 RI 5.1, 5.2 Unit 6, Week 1** “The Truth About Austin’s Amazing Bats” p. 324 and “The Animals in My Life” p. 340 10 1,3 4 RL 5.1, 5.3, 5.5 Unit 5, Week 4** “Journey to the Center of the Earth” p. 262 and “The Sea Battle” p. 278 11 1,5,8 4 RI 5.8, RL 5.1, 5.5, 5.4 Unit 3, Week 1* “The Fabulous Perpetual Motion Machine,” and “The Toy Space Shuttle is Here” along with debate on “Halloween Costumes in School” from Scholastic Online, KYVL 12 1,6 4 RL 5.1, 5.2, 5.3, RL 5.1, 5.2, 5.6 Unit 5, Week 1** “The Skunk Ladder” p. 174 and “Books and Adventure” p. 192 13 1,2,9 7 RL 5.1, 5.2, 5.7, 5.9 Unit 6, Week 3** “King Midas” p. 376 compared to “Prometheus, the p. 398 14 1,3 4 Inform-Speech (B) RI 5.1, 5.2, 5.3 Unit 6, Week 2** “The Mystery of Saint Matthew Island” p. 350 and “City Hawks” p. 364 15 1,5 4 Inform-Speech RL 5.1, 5.2, 5.4, 5.5 Unit 6, Week 5** “Sweet Music in Harlem” p. 440 and “Poetry Collection” pp 468-471 16 1,6 4 RL 5.1, 5.2, 5.6 Unit 2, Week 1* “At the Beach” p. 182, “The Eagle and the Bat” p.
WK 26: To cover standard RI 5.8, have students analyze the authors arguments in “Square Dancing” and have them respond to the degree of persuasiveness the author presents to them personally after reading the text. To cover standard RI 5.5, have students analyze the structure of the persuasive text “Square Dancing,” including how the author describes the historical chronology of square dancing and the author’s use of 3 central ideas (boldfaced in red) to persuade the reader to take up square dancing. To cover figurative language standard RL 5.4, discuss similes/metaphors in “Tripping Over the Lunch Lady,” “like an old skunky stray” (p. 56), “the dancers on television floated over the floor” (p. 57), and “I’m feeling like a clumsy Dalmatian” (p. 60).
When you are finished click the Close button. If you click Close without saving you will be asked if you want to save your entries. The time card entered is automatically submitted for approval. If you did not all of your time for the pay period, you can go back in prior to the end of the pay period to enter the rest of your time. Once a time card has been approved, no changes can be made by the employee. However, changes can be made by the approving manager. Also, additional time cards (lines) can be added for the same pay period. Step Action Click the Close button to return to the main menus.. You have successfully completed this lesson. End of Procedure.
DEPT 1 – Food Items .25¢ Slim Jims (each) .50¢ Nutrigrain bars Oatmeal pies $1 Food (all Water bottle $2 Gatorade Arizona Ice tea DEPT 2 – Spirit Items .50¢ Tattoos $1 Pom poms Spirit beads (2 for $1) $2 Poncho $3 Key strap lanyard Lace lanyard $5 Car Magnet Lanyard $6 Eyestrap $8 Tube Socks $10 Slurpy cups Beachcomber bag Drawstring bag Umbrellas $12 $15 Camelbak Neck tie $20 Stadium chair $35 Ski hat + scarf + mitten DEPT 3 – Clothing Items $8 Kids t-shirt $10 Youth football jersey-navy $12 Short sleeve T-shirts Mittens $15 Long sleeve t-shirt Mesh short Wool fitted hat Scarf Ski hat Youth hoodie $20 Sweatpant (open or closed) Pink ladies football jersey $30 Printed Hooded sweatshirt $35 Applique sweatshirt Ski hat + scarf + mitten Softshell jacket (mens & womens) Men’s ¼ zip - NAVY $40 Varsity Letter jacket (men’s & womens) $42 Ladies NIKE ¼ zip – grey, pink, grey POS Register Operation:
Physiological In addition to filling the table below, please enclose copies of any physiological tests you have taken in the last six months or other supporting evidence. Description Result Description Result Number of pull ups in 1min (Over hand grip, as if you are paddling - the chin must pass over the bar at each rep – the arms must come back straight at each rep) Number of press ups in 1 min must touch the floor at each rep. – arms must be fully straight at each rep.) Running time for 3k (in minutes, seconds) The best is to do the test on a track. Stretching (Standing on a box, legs locked, feet together, to your toes by bending at the hip. The result is the distance between your finger tips and point 0 “object you are standing on”. Use ruler in centimetres. Put a negative if your fingers are above point 0.) Your training environment: Where are you currently located for your training? Please indicate the name of the place, the postcode, What facilities do you use on a day to day basis?
Do you have any plans/aspirations to engage with one of the identified Regional Excellence Hubs? Sprint: East SCA Excellence Hub – EICA Ratho / Sprint West SCA Excellence Hub – Pinkston Glasgow / Slalom: West Excellence Hub –Pinkston Glasgow / Slalom: T&F Excellence Hub – Aberfeldy/Grandtully. Please describe arrangements made / anticipated / needed (Travel, School, etc…) For Athletes applying for the element B) of the SCA Performance programme, can you explain how the element A) of your programme will be delivered. How you will be supported.
Moving and Handling 1 2 3 4 • Walks upstairs holding hand of adult. • Comes downstairs backwards on knees (crawling). • Beginning to balance blocks to build a small tower. • connections between their movement and the marks they make. Health and self-care 5 6 7 8 9 10 11 •Develops own likes and dislikes in food and drink. •Willing to try new food textures and tastes. •Holds cup with both hands and drinks without much spilling. •Clearly communicates wet or soiled nappy or pants. •Shows some of bladder and bowel urges. •Shows awareness of what a potty or toilet is used for. •Shows a desire to help with dressing/undressing and hygiene routines. Literacy Date Evidence Reading 1 •Interested in books and rhymes and may have favourites. Writing Children’s later writing is based on skills and understandings which they develop as babies and toddlers. Before they can write, they need to learn to use spoken language to communicate. Later they learn to write down the words they can say. (See the roots of Writing in Communication and language). Early mark-making is not the same as writing.It is a sensory and physical experience for babies and toddlers, which they do not yet connect to forming symbols which can communicate meaning.(See roots of mark-making and handwriting in Playing and exploring and Physical Development). Mathematics Date Evidence Numbers 1 2 3 •Knows that things exist, even when out of sight. •Beginning to organise and categorise objects, e.g. putting all the teddy bears together or teddies and cars in separate piles. •Says some counting words randomly. Shape, space and measure 4 5 6 7 8 •Attempts, sometimes successfully, to fit shapes into spaces on inset boards or jigsaw puzzles. •Uses blocks to create their own simple structures and arrangements. •Enjoys filling and emptying containers. •Associates a sequence of actions with daily routines. •Beginning to understand that things might happen ‘now’. Understanding the World Date Evidence People and communities 1 2 • Is curious about people and shows interest in stories about themselves and their family. • Enjoys pictures and stories about themselves, their families and other people. The 3 •Explores objects by linking together different approaches: shaking, hitting, looking, feeling, tasting, mouthing, pulling, turning and poking.
4 5 •Remembers where objects belong. •Matches parts of objects that fit together, e.g. puts lid on teapot. Technology 6 7 • Anticipates repeated sounds, sights and actions, e.g. when an demonstrates an action toy several times. • Shows interest in toys with buttons, flaps and simple mechanisms and beginning to to operate them. Expressive Arts and Design Date Evidence Exploring and using media and materials These are the same for 8-20 months. Being imaginative 1 2 • Expresses self through physical action and sound. • Pretends that one object represents another, especially when objects have characteristics in common.
Personal, social and emotional development Date Evidence Making relationships 1 2 3 4 • Interested in others’ play and starting to join in. • Seeks out others to share experiences. • Shows affection and concern for people who are special to them. • May form a special friendship with another child. Self-confidence and 5 6 •Separates from main carer with support and encouragement from a familiar •Expresses own preferences and interests. Managing feelings and behaviour 7 8 9 10 11 12 13 14 • Seeks comfort from familiar adults when needed. • Can express their own feelings such as sad, happy, cross, scared, worried. • Responds to the feelings and wishes of others. • Aware that some actions can hurt or harm others. • Tries to help or give comfort when others are distressed. • Shows understanding and cooperates with some boundaries and routines. • Can inhibit own actions/behaviours, e.g. stop themselves from doing something they shouldn’t do. • Growing ability to distract self when upset, e.g. by engaging in a new play activity. Communication and language Date Evidence Listening and attention 1 2 3 4 • Listens with interest to the noises adults make when they read stories. • Recognises and responds to many familiar sounds, e.g. turning to a knock on the door, looking at or going to the door. • Shows interest in play with sounds, songs and rhymes. • Single channelled attention. Can shift to a different task if attention fully obtained – using child’s name helps focus. Understanding 5 6 7 8 •Identifies action words by pointing to the right picture, e.g., “Who’s jumping?” •Understands more complex sentences, e.g. ‘Put your toys away and then we’ll read a book.’ •Understands ‘who’, ‘what’, ‘where’ in simple questions (e.g. Who’s that/can? What’s that? Where is.?). •Developing understanding of simple concepts (e.g. big/little). Speaking 9 • Uses language as a powerful means of widening contacts,
2 3 4 5 6 7 8 9 10 shapes. •Selects a particular named shape. •Can describe their relative position such as ‘behind’ or ‘next to’. •Orders two or three items by length or height. •Orders two items by weight or capacity. •Uses familiar objects and common shapes to create and recreate patterns and build models. •Uses everyday language related to time. •Beginning to use everyday language related to money. •Orders and sequences familiar events. •Measures short periods of time in simple ways. Early Learning Goal Children use everyday language to talk size, weight, capacity, position, distance, time and money to compare quantities and objects and to problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them. Understanding the World Date Evidence People and communities 1 •Enjoys joining in with family customs and routines. Early Learning Goal Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions. The World 2 •Looks closely at similarities, differences, patterns and change. Early Learning Goal Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes. Technology 1 2 •Completes a simple program on a computer. •Uses ICT hardware to interact with age-appropriate computer software. Early Learning Goal Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes. Expressive Arts and Design Date Evidence
Personal, social and emotional development Date Evidence Making relationships 1 2 3 4 5 •Seeks to gain attention in a variety of ways, drawing others into social interaction. •Builds relationships with special people. •Is wary of unfamiliar people. •Interacts with others and explores new situations when supported by familiar person. •Shows interest in the activities of others and responds differently to children and adults, e.g. may be more interested in watching children than adults or may pay more attention when children talk to them. Self-confidence and 6 7 8 9 • Enjoys finding own nose, eyes or tummy as part of naming games. •Learns that own voice and actions have effects on others. •Uses pointing with eye gaze to make requests, and to share an interest. •Engages person to help achieve a goal, e.g. to get an object out of reach. Managing feelings and behaviour 10 11 12 13 •Uses familiar adult to share feelings such as excitement or pleasure, and for ‘emotional refuelling’ when feeling tired, stressed or frustrated. •Growing ability to soothe themselves, and may like to use a comfort object. •Cooperates with caregiving experiences, e.g. dressing. •Beginning to understand ‘yes’, ‘no’ and some boundaries. Communication and language Date Evidence Listening and attention 1 2 3 4 • whole bodies to sounds they enjoy, such as music or a regular beat. • Has a strong exploratory impulse. • Concentrates intently on an object or activity of own choosing for short periods. • Pays attention to dominant stimulus – easily distracted by noises or other people talking. Understanding 5 6 7 •Developing the ability to follow others’ body language, including pointing and gesture. •Responds to the different things said when in a familiar context with a special person (e.g. Mummy?’, ‘Where’s your nose?’). •Understanding of single words in context is developing, e.g. ‘cup’, ‘milk’, ‘daddy’. Speaking 8 9 •Uses sounds in play, e.g. ‘brrrm’ for toy car. •Uses single words. awareness
SECURITY CHARGE PER HOUR (OUTSIDE ORGANIZATIONS ONLY) LIGHT/SOUND TECHNICIAN CHARGE PER HOUR (OUTSIDE ORGANIZATIONS ONLY) (If students are available, minimum wage per hour - will need 2 students – 1 for lighting & 1 for sound ; if technician, $50 plus $10 per hour. Area Groups 1 & 2 Groups 3 & 4 Group 5 Groups 1 & 2 Groups 3 & 4 Group 5 Classroom NC If Applicable - $30 If Applicable - $50 NC NC NC Auditorium NC If Applicable - $30 If Applicable - $50 NC If Applicable If Applicable Center NC If Applicable - $30 If Applicable - $50 NC H.S. Gymnasium NC If Applicable - $30 If Applicable - $50 NC M.S. Gymnasium NC If Applicable - $30 If Applicable - $50 NC Elementary Gymnasium NC If Applicable - $30 If Applicable - $50 NC Cafeteria (Kitchen Excluded) NC If Applicable - $30 If Applicable - $50 NC Library NC If Applicable - $30 If Applicable - $50 NC Parking Lot NC If Applicable - $30 If Applicable - $50 NC All Fields (Excluding H.S. Football Field) NC If Applicable - $30 If Applicable - $50 NC H.S. Football Field & Stadium (Excluding Lights) NC If Applicable - $30 If Applicable - $50 NC High School Football Field & Stadium (Including Lights) NC If Applicable - $30 If Applicable - $50 NC Effective May 2016 Groups 1 & 2: School-sponsored student activities and School-related organizations (NC: No Charge). Groups 3 & 4: General community groups within the district’s geographic boundaries and Educational Institutions. Groups 5: Other (For-Profit and any other individual, group or entity).
Our study has a number of potential limitations. First, given the small sample size, our findings should be regarded as preliminary. Second, the 11C-PIB healthy controls were age matched to the AD group, and so were older than the TBI group. Although two separate age-matched control groups would have been preferable, Aβ pathology increases with age and so a comparison with older healthy controls is likely to have reduced our sensitivity to detect a relative increase in the younger TBI group. Therefore, the presences of abnormalities in a relatively young TBI group is even more striking. Third, it is possible that GM tissue differences such as atrophy, associated with AD or aging, could have biased our group contrast results. A number of analysis steps were used to minimize this possibility: an advanced algorithm for optimised registration of brain images into standard space (DARTEL); 11C-PIB binding was only assessed in regions where the GM probability was high; and ROI analyses, based on both automated segmentations, were used to provide confirmatory results, To control for the possible effects of focal injury after TBI, we also excluded lesioned areas from the analysis. It is possible that the extent of focal lesions was underestimated as we used T1 imaging to segment the lesions. However, since 11C-PIB binding was reduced in visible lesions, this possibility would have biased the analysis against detecting increases in 11C-PIB. We provide 11C-PIB PET evidence for the presence of amyloid pathology many years after injury in non-demented TBI patients. The distribution of 11C-PIB binding partially overlapped with that seen in typical AD but also affected the cerebellum, unlike in AD. This suggests a different mechanism for amyloid plaque genesis. Our findings support the hypothesis that amyloid plaque pathology is related to the presence of axonal damage produced subsequent to the TBI.
Age Sex Education level Aetiology Lowest GCS PTA Medication Time since trauma (months) lesion/s 45 M Postgraduate Unknown 4 24 Gabapentin Modafenil Amitriptyline 76 Yes 55 M Postgraduate Fall 4 Nil 28 Yes 42 M School to 18 years Pedestrian hit by a car 4 432 Nil 72 No 42 M School to 16 years Motorcycle accident 4 UK Tropium chloride Folic acid 198 Yes 40 M Graduate Motorcycle accident 4 1008 Nil 125 Yes 42 F Postgraduate Pedestrian hit by a car 3 144 Codeine Paracetamol 76 Yes 45 M School to 16 Assault 4 5040 Thiamine 11 No 49 M School to 18 Probable assault 4 2 Nil 11 No 38 M Graduate Motorcycle accident 6 Citalopram Modafanil Omeprazole 106 No
Arrive at the rotation in time, in order to utilize the learning environment of the neurology rotation in full. Work effectively as a member of a team. Respect patient privacy by guarding medical records and discussion of personal information patients. Demonstrate professional, respectful demeanor when addressing team members, patients, ancillary and consultants. Sets own boundaries and respects others. Appear professionally dressed and well groomed. Complete referrals and other forms of communication and documentation in a timely fashion. Attend required didactics, conferences. Respond to pages and clinic messages in a timely fashion. Learning Activities X Attending Rounds Research Conference X Outpatient Clinics Multidisciplinary Rounds Ethics/Comm Conference X Direct Patient care Grand Rounds Specialty Conference Resident Seminar Sub-Specialty Conference Noon Conference Journal Club X Morning Report X Faculty Supervision X Readings X Didactics X Procedures X Resident sign professionalism contract at start of residency Evaluation Methods X Attending Evaluation X Directly Supervised Procedures Morning Report X Program Director Review In-Training Exam X Faculty Supervision and Feedback X 360 ᵒ evaluation Videotape Review Quarterly Review Other III. Instructional strategies (see above) Direct patient care six half days per week in Neurology outpatient facilities at the office of Dr. Ellis Hedaya including general neurology, epilepsy, stroke, chronic pain and urgent care. Family Practice Center and Family Practice Service patient care. Completing a focused H&P, assessment, differential diagnosis, and plan to be presented to the fellow or faculty member as appropriate to the particular setting. Didactics during Neurology Clinic and Family Medicine Conferences. Associated rotations for additional neurology experience: Emergency Room including adult and pediatric, Family Medicine inpatient Service, Family Medicine Clinic, Pediatric Wards, Geriatrics Required readings: monographs as listed below Recommended readings – see reading list IV. Evaluation strategies (see above) Observation by Neurology faculty Observation by Family Medicine faculty in family medicine clinic Chart critique by faculty Procedure competence certification
Contact: Dean Francis Address: Gallions The Red 13 Upton Avenue, Forest Gate, E7 9PN Contact number: 020 8475 0011 / 079 3250 0759 / 079 0424 5837 Email address: Compassionatebreath@gmail.com Website: Panesar Electrical Co 5% discount Carers discount card will need to be presented before a purchase is made. Contact: Pav Singh Panesar Address: 362-364 High Street North, Manor Park, E12 6PH Contact number: 0208 503 4314 Email address: pava@peclights.com Website: www.peclights.com Phone Shop Fashion accessories, Phones, Jewellery Sunglasses, Watch repairs. 20% discount off £20.00 spend Carers discount card will need to be presented before a purchase is made. Contact: Mohammed Musa Address: Unit 17 Market Village, Stratford Shopping Centre, London, E15 1QX Contact number: Email address: Website: Priya Restaurant Casual dining South Indian, Sri Lankan Indian, Curry
REQUIRED RINGETTE EQUIPMENT Equipment required for Ringette is similar to hockey including a CSA approved helmet with a Ringette specific facemask (diamond shape openings not rectangular guard) and a BNQ certified neck protector. A Jill strap and a padded girdle are worn under the game pants instead of the traditional hockey pant and jock strap. The Ringette stick shall be a regulation stick and is cut off somewhere between the chest bone and the armpit (with skates on) for proper length. The top of the stick (cut off end) must be taped as well – similar to a hockey stick for safety and to allow easier pickup off the ice surface should it fall. Please check with your coach if you have any questions regarding equipment. There must not be any tape or grip support on the bottom third of the stick. Appendix A - U10 Structure: Generic Program Descriptions (Associations may differ) Stage: Active Start Sub-Stage: Active Start 1 o approximately 1 ice time per week o Introduction and primary focus: skating, ring handling, passing, checking, shooting, small area games o Emphasis on active involvement, participation and FUN o Introduce the concept of informal games in a 1/2 or cross-ice format. No scorekeeping. o 1-2 Jamborees with other local Associations with similar program FUNdamentals Sub-Stage: U10 – Step 1 2-3 ice times per week will include a combination of practice and games depending on the league game schedule Fundamental skills development focus including: skating skills, ringette skills and basic goalie instruction for all players
Table e-1. Model inputs Model input Value Ref Base case characteristics Age at baseline (years) Sex Prior immunosuppression JC virus antibody status JC antibody titres 30 Female No Positive 1.5 Treatment Effect Annual relative risk of disability worsening † Natalizumab Fingolimod Glatiramer acetate 0.565 (95% CI 0.394 to 0.804) 0.780 (95% CI 0.494 to 1.275) 0.938 (95% CI 0.581 – 1.520) 3,15 4 5 PML Risk Annual probability of developing PML Natalizumab Fingolimod Glatiramer acetate 0.0085* (95% CI 0.0079 – 0.0089) 0.000018 (95% CI 0 – 0.0001) 0 (95% CI 0 - 0) 16 17,18 5 Utilities †† EDSS 0 EDSS 1-1.5 EDSS 2-2.5 EDSS 3-3.5 EDSS 4-4.5 EDSS 5-5.5 EDSS 6-6.5 EDSS 7-7.5 EDSS 8-8.5 EDSS 9-9.5 EDSS 10 (Death) 0.9248 0.7614 0.6741 0.5643 0.5643 0.4906 0.4453 0.2686 0.0076 -0.2304 0 2 Mortality rate Age-specific mortality rate MS (EDSS –specific) mortality rate United States Life table appendix e-2 19 * Highest reported PML risk in natalizumab-treated patients without prior immunosuppression. † Compared to no drug treatment (best-supportive care)
7. University Wise Total Active Enrollment (Students Studying) including Distance Education Programs (If any) (All Campuses) during 2017-18. Parameter Bach 14 Yrs of Edu (M) Bach 14 Yrs of Edu (F) Bach 15 Yrs of Edu (M) Bach 15 Yrs of Edu (F) Bach 16 Yrs of Edu (M) Bach 16 Yrs of Edu (F) Bach 17 Yrs of Edu (M) Bach 17 Yrs of Edu (F) Master 16 Yrs of Edu (M) Master 16 Yrs of Edu (F) Master 17+ Yrs of Edu (M) Master 17+ Yrs of Edu (F) MS/ MPhil 18 Yrs of Edu (M) MS/ MPhil1 18 Yrs of Edu (F) PhD (M) PhD (F) PGD (M) PGD (F) Total (M) Total (F) Total Enrollment (Pakistani Regular Students only) Enrollment Foreign Students only Enrollment Distance Learning only Total Enrollment (Pakistani + Foreign + Distance Learning) *Maximum upto 5 year enrollment for PhD students studying Note: Campus wise/Subject wise details to be provided in soft form in Part II Proforma (MS Excel)
Fun Facts about chelsea: Birthday: August 13th Best work qualities: Easy to talk to, easy learner Best personal achievement: Graduating college and passing boards Best childhood memory: Going to youth trips with my youth group at church Spare time activities: Reading Marital status: Single Children &/or Pets: Cat named Bently L auren Torp-Pedersen is a Care Partner from Spring Hill, TN who was hired to work on 8B night shift beginning on 3/11/2013. Fun Facts about Lauren: Birthday: September 7th Best work qualities: I’m a good listener and will help with any task when needed. Best personal achievement: Diving record for high school Best childhood memory: Going to summer camp with my cousin every year. Spare time activities: Scrapbooking, anything outdoors Marital status: Single Children &/or Pets: No children, but have 2 shiatsus
R honda Cleaveland is a Care Partner, from Maryland, who was hired to work on 8C night shift beginning 3/11/2013. Fun Facts about Rhonda: Birthday: October 28th Best work qualities: working as a team Best personal achievement: Raising two beautiful children Best childhood memory: spending time with cousins Spare time activities: scrapbooking Marital status: divorced Children &/or Pets: 2 children; 1 dog P atricia Redmon is a Medical Receptionist, who was hired to work on 8A day shift beginning on 3/18/2013. Fun about Patricia: Birthday: July 27th Best work qualities: Organizational skills, compassion, and a sense of humor Best personal achievement: inspector General’s Integrity Award Best childhood memory: Playing outside with all the neighborhood kids Spare time activities: Reading, hiking, Titans football, Predators hockey, Vanderbilt sports (all of them) Marital status: Married to tony Children &/or Pets: 3 children (David, Adam, and Brittany (their spouses – Stephanie, Claire, and Clay respectively); 2 grandkids, Jack and Hanna; 3 dogs – Rex, Rosie, and Rubie
Mr. and Ms. UNF Rules and Qualifications You must be a current UNF Student enrolled in classes. The student must fill out the Mr. and Ms. UNF application and turn it in on time, by January 31st at 5:00 pm. The contestant must attach a 250 words or less explaining why you are the best candidate. You must attend the preliminary interview on February 7th to have a chance to compete in the contest. We will work around your class schedule when choosing a time for your interview. The contestant will be contacted by Monday February 10th to let you know if you made it through the preliminary process and can compete in the pageant. On February 17th you must be at the Robinson Theater no later than 5:00 pm. It is imperative you are there on time, so we can have a run through that will last for an hour. At 6 we will take a break so you can eat dinner and finish getting ready until the show starts at 7:00 pm. You will need to be back and ready for the show to start no later than 6:45 pm. Be respectful of your fellow competitors. The top three men and women will need to be available for the Homecoming game on Saturday February 22nd, because Mr. & Ms. UNF at the bonfire. The top three men and women will also have the option of being in the Homecoming parade.
Upon learning of an allegation that a detainee was sexually abused, is the first law enforcement staff member to respond to the report required to: Ensure that the alleged abuser does not take any actions that could destroy physical evidence, including, as appropriate, washing, brushing teeth, changing clothes, urinating, defecating, smoking, drinking, or eating, if the abuse occurred within a time period that still allows for the collection of physical evidence? Yes No 115.164 (b) If the first staff responder is not a law enforcement staff member, is the responder required to request that the alleged victim not take any actions that could destroy physical evidence, and then notify law enforcement staff? Yes No Auditor Overall Compliance Determination Exceeds Standard (Substantially exceeds requirement of standards) Meets Standard (Substantial compliance; complies in all material ways with the standard for the relevant review period) Does Not Meet Standard (Requires Corrective Action) Instructions for Overall Compliance Determination Narrative The narrative below must include a comprehensive discussion of all the evidence relied upon in making the compliance or non-compliance determination, the auditor’s analysis and reasoning, and the auditor’s conclusions. This discussion must also include corrective action recommendations where the lockup does not meet the standard. These recommendations must be included in the Final Report, accompanied by information on specific corrective actions taken by the lockup. Type text here… Standard 115.165: Coordinated response All Yes/No Questions Must Be Answered by the Auditor to Complete the Report 115.165 (a) Has the agency developed a written institutional plan to coordinate actions among staff first responders, medical and mental health practitioners, investigators, and facility leadership taken in response to a lockup incident of sexual abuse? Yes No If a victim is transferred from the lockup to a jail, prison, or medical facility, does the agency, as permitted by law and unless the victim requests otherwise, inform the receiving facility of the incident and the victim’s potential need for medical or social services? Yes No 115.165 (b)
MBS item group eligibility – non VR practitioners and OMPs participants Service type MM 1 locations MM 2-7 locations OMPs participant Standard GP Consults A2 A7.2 A1 Prolonged Consults A7.3 A7.3 A5 Group Therapy A7.4 A7.4 A6 Health Assessment A7.5 A7.5 A14 Chronic Disease Management A7.6 A7.6 A15 Medication Management A7.7 A7.7 A17 Standard GP Consults (PIP) A19 A7.8 A18 Mental Health A7.9 A7.9 A20 Standard After Hours A7.10 A7.10 A22 Pregnancy Support A7.11 (must meet item credentialing) A7.11 (must meet item credentialing) A27 (must meet item credentialing) Video Conference A7.12 A7.12 A30 Please note, individual items can be found at .
Instructions: Using your data collection log from the previous year, choose your sites. If a new site, be sure to mention in question 3 above. ATTACH LAST YEAR’s LOG TO YOUR SUBMISSION. We acknowledge that your data collection log will not match this exactly, especially in numbers, dates, and times, but any NEW SITES MUST BE APPROVED BY PIRE. 19) List population or subpopulation targeted on separate rows (eg, young adults age 18-25) 20) List locations you propose to recruit adult community members to complete the survey. Provide any additional information that may be needed to understand the location if it is not clear how you collect data in that situation. 21) List times you propose to recruit residents (having planned time intervals will help increase the representativeness of your sample). 22) Using what you learned from your data collection log from last year, list your projected numbers for this site or event. This will help you be prepared with the appropriate number of paper surveys when you travel to your site. 23) Plan to bring an iPad with the survey app or an internet connected device? Mention which type of device. (If using an internet connected device like a laptop, be sure you have access to the internet.) 24) List the when recruitment & data collection will take place. (Base dates upon previous years’ protocol to the extent possible). 25) List who or how many people will be on site to recruit/collect data. 26) Do you need permission to collect date in the location? Who will seek that permission? What is the “back up” plan if you cannot get permission? (If you elaborate above in Q 15 please just mention “see Q 15”) 27) Who will be in charge of completed surveys and devices? Goal # of English surveys collected # of Spanish surveys Internet or app
Hi <plan member name>, It’s now easier for you to use both your Manulife group benefits and group retirement plans while on the go. We’re excited to bring you a new design that combines all the features of our existing apps into one. Download ‘Manulife Mobile’ for or today! at your fingertips.
New on-farm technology pilot group 2nd meeting. Thursday 9th June 2016 Pilot Group aim: Test and evaluate the impact of new on-farm technology on specific areas including enterprise efficiency, labour requirements, traceability and breeding within the sheep enterprise. Venue: hosted by Clayton South. Wagin Agenda All sessions will include ample time for discussion Time Item Speaker 10am Arrival and morning tea (supplied) 10:30 – 10:45 Welcome Introduction of new members not present at Feb meeting Terms of Reference Curnow (Chair) 10:45 – 11:15 Summary of visit to University of England. (SMART farm, GPS tracking project, optical sensors). John Paul Collins 11:15 – 12pm Alternative solutions for internet coverage in rural areas John Dent Connect Technology, Australia 12 - 12:30pm Plans for attending Lambex 2016 and post-conference tour John Paul Collins 12:30 - 1:15 pm Lunch (supplied) 1:15 - 2pm Presentation of results from CSIRO livestock tracking project Dean Thomas and Gonzalo Mata, CSIRO 2:00 - 2:45 Update on smart-tags and research applications Beth Paganoni, DAFWA 2:45 – 3:00 KRF technology update John Paul Collins 3:00 – 3:30 What have I done on my farm? Pilot group members 3:30 - 4:00 Afternoon tea (supplied) 4:00 - 5:00pm Look at equipment in yards Tepari sheep handler Gallagher handler USee remote camera Various 6:00 Dinner at the Palace Hotel, Wagin (supplied)
Press the key 3 (set) and you will get a displayed message off m-2-3-01 CHRONO WEEKLY. With the keys 1 and 2 switch the program to on in order to activate a weekly timer. Use the keys 5 and 6 to scroll through menus, and the keys 1 and 2 to change the parameters. The menu is shown in the following table. Time can be set in intervals of 10 minutes. MENU SETING OPTIONS DISPLAY APPEARANCE m-2-3-01 CHRONO WEEKLY on/off m-2-3-02 START PROG-1 m-2-3-03 STOP PROG-1 m-2-3-04 MONDAY PROG-1 m-2-3-05 TUESDAY PROG-1 off/00:00-23:50 off/00:00-23:50 on/off on/off
Butorphanol (Stadol) Nalbuphine (Nubain) Buprenorphine (Buprenex) receptor Bind to MU receptors and act as a partial Agonist OR Antagonist effects Provide weaker analgesia than opioid agonists – good for mild – moderate pain Produce analgesia without respiratory depression side effects Antagonist quality creates a “CEILING” effect for analgesia (only first dose effective) Low potential for physical dependence Side effects similar to Opioids May cause Dysphoric Reactions Opioid Agonists-Antagonists Pentazocine (Talwin) Butorphanol (Stadol) Nalbuphine (Nubain ) Buprenorphine (Buprenex) moa Opioid agonist Weak antagonist Similar to Pentazocine Related to Oxymorphone Naloxone Derived from Opioid Alkaloid: Thebaine
receptors Delta Kappa MU low affinity Kappa moderate affinity Sigma minimal affinity MU Antagonist effects MU high affinity 50x > MSO4 Slow dissociation = action Resistant to Antagonism of Naloxone (Narcan) effects Agonist effects Antagonized by Naloxone (Narcan) Antagonist effects Withdrawal Agonist effects 20 x > than Pentazocine Antagonist effects 10 - 30 times greater Equal potency Analgesia to MSO4 Analgesia Onset and Duration Similar to Morphine (MSO4) Nubain 10mg IM Very Potent 0.3mg IM = 10mg Morphine uses Treatment of: Chronic Pain Relieves Moderate Pain Good for: Acute Pain rather than Chronic 10-20mg IV reverses the respiratory depression of Fentanyl postop But maintains Analgesia Good for: Moderate to Severe Pain dose Dose 10-30mg IV or 50mg 50mg = 60mg Codeine Available in parenteral form 2 -3 mg IM = 10mg Morphine > 30mg “CEILING EFFECT” d/t antagonist activity and metabolism Extensive 1st-Pass Hepatic Metabolism Metabolized to an inactive metabolite Excreted in E ½ x = 2- 3 hours Hepatic metabolism to inactive metabolites Excreted in Urine E ½ x = 2.5 - 3.5 hours Rapidly &Completely absorbed after IM Metabolized in the Liver Morphine-like Drugs Inactive E ½ x = 3 - 6 hours Onset = 30 min Duration 8-10 hours Highly Soluble side effects Sedation Diaphoresis Dizziness Dysphoria Crosses the Placenta Fetal Depression Catecholamines HR BP PAP LVEDP Sedation Diaphoresis Nausea Respiratory Depression Attenuates Opioid Agonist Activity** Abuse potential LOW Does NOT cause HR BP PAP Drowsiness Incidences of Pulmonary Edema Nausea/Vomiting Respiratory Depression Opioid Antagonists structure Minor changes in structure of Opioid Agonist changes the Drug to an ANTAGONIST Substitute an Alkyl Group for a Methyl Group receptor Displaces Opioid agonist from the MU receptors Pure Antagonist DOES NOT activate the receptor Antagonism Naloxone (Narcan) receptor ANTAGONIZES Mu Receptors ***
Welcome to Sunny Meed Surgery REGISTRATION REQUIREMENT FOR 16+ Re-Registration If possible please bring with you the following: PHOTO ID PROOF OF ADDRESS However, if you are unable to provide the above documents it will not stop you registering with us. GMS1 FORM BE COMPLETED BY ALL Please ensure that these details are noted to ensure all medical records are made available to us : NHS NUMBER PREVIOUS GP (name of the practice and location) PREVIOUS ADDRESS Clinical Details for Re-Registering Patients 16+yrs Please could each new patient (16 years and over) complete this clinical information form and return it to reception.
………………………………………………………………………………………………… Do you take regular exercise? Yes/No (If yes, please detail): ………………………………… Family History Have any close family members suffered from (please include relation, approx. age at diagnosis or age at death): Asthma: …………………………. High Cholesterol: ………………………… Diabetes (Inc type): ………………… Cancer (please specify type): ………… Heart Trouble: …………………… Stroke: ……………………………………. High Blood Pressure: ………………………… & Treatment If you are taking any drugs or treatment Inc. Contraception for women, please detail below: Name of medicine …………………………………. Strength …………. Dose/day ………… Name of medicine …………………………………. Strength …………. Dose/day ………… Name of medicine …………………………………. Strength …………. Dose/day ………… Name of medicine …………………………………. Strength …………. Dose/day ………… Please advise which Pharmacy you would prefer to collect your prescriptions from: Lowick Boots Lark Rise Do any medicines disagree with you? YES/NO If yes, which ones? ………………………… Do you have any allergies? YES/NO If yes, please detail what/reaction. ………………………………….... ADULTS: Have you had a course of tetanus injections/tetanus boosters in the last 10 years? YES/NO If yes, please give date ………………… Ethnic Group British Bangladeshi Irish Any other Asian background Any other White background & Black African White & Black African Any other Black background White & Asian Chinese Any other mixed background Any other ethnic group Indian Pakistani Do not wish to answer
Alcohol: 0 1 2 3 4 Score How often do you have a drink that contains alcohol? Monthly or less 2-4 times per month 2-3 times per week 4+times per week How many standard alcoholic drinks do you have on a typical day when you are drinking? 1-2 3-4 5-6 7-8 10+ How often do you have 6 or more standard drinks on one occasion? Never Less than monthly Monthly Weekly Daily or almost daily If You Score 5 Or More Please Complete The Following Questions Of The Full Audit How often in the last year have you found you were not able to stop drinking once you had started? Never Less than monthly Monthly Weekly Daily or almost daily How often in the last year have you failed to do what was expected of you because of drinking? Never Less than monthly Monthly Weekly Daily or almost daily How often have you needed an alcoholic drink in the morning to get you going? Never Less than monthly Monthly Weekly or almost daily How often in the last year have you had the feeling of guilt or regret after drinking? Never Less than monthly Monthly Weekly Daily or almost daily How often in the last year have you not been able to remember what happened when drinking the night before? Never Less than monthly Monthly Weekly or almost daily Have you or someone else been injured as a result of your drinking? No Yes, not in the last year Yes, during the last year Has a relative/friend/doctor/health worker been concerned about your drinking or advised you to cut down? No Yes, not in the last year Yes, during the last year Total: ..………
Activity How often do you take moderate to vigorous exercise for at least 20 minutes? Exercise physically impossible No regular exercise Once per week Twice per week Three or more times per week Moderate to vigorous exercise is activity that makes you sweat or raise your pulse such as swimming, cycling, brisk walking etc. Alcohol How often do you have a drink that contains alcohol? Never Monthly or less 2-4 times per month 2-3 times per week 4+ times per week How many standard alcoholic drinks do you have on a typical day when you are drinking? 1-2 3-4 5-6 7-8 10+ How often do you have 6 or more standard drinks on one occasion? Never Less than Monthly Monthly Weekly Daily or almost daily For office use only - 0 1 2 3 4 Smoking Status Which of the following best describes you? Never Smoked Ex-Smoker Current Smoker If you would like help to stop smoking please ask for information on NHS support to quit. Contact the national NHS stop smoking helpline on 0300 123 1044. To book an appointment locally for support to stop smoking call health promotion on 01884 836024, or email: Measurements Height: Weight: Blood Pressure: (please use the Blood Pressure machine in the waiting room or ask at reception to borrow one) Medication Do you take any regular medication? Yes No local pharmacy would you like your prescriptions to be sent to? By nominating a local pharmacy we will be able to send your prescriptions to the pharmacy electronically. This will become your default pharmacy and all medication will be sent here unless you instruct us otherwise. Boots (High St) Crediton Pharmacy (High St) Threshers (Next to surgery) Tesco (Wellparks) If yes, please attach a repeat prescription list and arrange to see a GP to discuss your medication. Allergies Do you have any allergies / drug allergies? Yes No If Yes please specify along with the type of reaction suffered: Carer Do you look after someone who is ill, frail, disabled or mentally ill? Yes No Does someone look after you? Yes No
For Office Use Only Form checked and fully completed? Opt Out form completed? Ethnicity form completed? Online access requested? GP ………………… Patient informed. Smoking cessation appointment required? BBV test required? Chlamydia self-testing kit New Patient healthcheck appointment required Alcohol advisor appointment required? Practice leaflet given? Receptionist’s Name and Initials Yes No Yes No Yes No Yes No Online access form given Yes No Coded on EMIS Yes No Appointment booked Details: ……………………… Yes No Test forms will be posted to patient by GV. Yes No N/A Yes No Appointment booked Details: ……………………… Yes No Appointment booked Details: ……………………… Yes No ………………………………………….. Place of birth recorded (including London Borough)…………………………………….. Date Registered……………………………………………………………………………… NHS Donor registration I want to register my details on the NHS Organ Donor Register as someone whose organs/tissue may be used for transplantation after my death. Please tick the options that apply. Any of my organs and tissue or Kidneys Heart Liver Corneas Lungs Pancreas
FAMILY MEDICAL HISTORY NO SIGNIFICANT FAMILY HISTORY IS KNOWN 4 ALL THAT APPLY Alcohol/Drug Abuse Asthma Emphysema (COPD) Bipolar/Suicidal Diabetes Early Death Heart Disease High Cholesterol High Blood Pressure Kidney Disease Stroke Thyroid Disease Migraines Mother Father Brother/s Sister/s Son Daughter Maternal Grandmother Maternal Grandfather Paternal Grandmother Paternal Grandfather Other: SOCIAL HISTORY Occupation (or prior occupation): Retired Unemployed LOA Disabled Employer: of Education or Highest Degree: If employed, do you work the shift? Y N N/A Marital Status one): Single Partner Married Divorced Widowed Other: Do you have children? Y N If yes, how many? Religion: