zilongwang/ReadingBank huggingface dataset:
Symptom Management Symptom Management Symptom Management Symptom Management 04_14 04_17 04_19 04_31 Non-drug management of breathlessness Management of nausea and vomiting Management of constipation Management of symptoms associated with wounds Describe own role in supporting therapeutic options used in symptom relief Symptom Management Symptom Management Symptom Management Symptom Management 04_06 04_08 04_14 04_28 Recognising your own limitations in symptom management Principles of pain management Non-drug management of breathlessness Non-drug interventions in symptom management Respond to an individual’s culture and beliefs in managing their symptoms Advance Care Planning Symptom Management 01_02 04_04 Cultural and spiritual considerations in ACP Individual preferences and cultural influences on symptom management
Actively support the comfort and wellbeing in end of life care Assessment Communication Communication Symptom Management Symptom Management Symptom Management Spirituality 02_08 03_08 03_14 04_06 04_26 04_32 to 04_41 08_03 Context of assessment: cultural and language issues Understanding and using empathy Information giving Recognising your own limitations in symptom management Managing distress during the dying phase These sessions cover the assessment and management of mood and advanced illness symptoms that may be useful Spiritual care and the models of spiritual intervention Recognise symptoms that identify the last few days of life may be approaching Assessment Symptom Management 02_14 04_23 Assessment of dying phase and after-death Recognising the dying phase, last days of life and verifying death
Understand how to manage symptoms of pain Identify signs that may indicate that an individual is experiencing pain Symptom Management Symptom Management 04_07 04_08 Assessment of pain Principles of pain management Describe factors that can influence an individual’s perception of pain Assessment Symptom Management 02_08 04_04 Context of assessment: cultural and language issues Individual preferences and cultural influences on symptom management Describe a range of assessment tools for monitoring pain in individuals , including those with cognitive impairment Symptom Management Symptom Management Symptom Management Symptom Management Integrating Learning Symptom Management Symptom Management 04_07 04_08 04_11 04_29 05_09 04_08 04_27 Assessment of pain Principles of pain management Managing different types of pain Symptom management in people with learning disabilities or mental health problems Case study: dementia Principles of pain management Use of syringe drivers Explain how to maintain regular pain relief
You can book a shift by clicking “book” next to an unfilled shift. You will then get a pop up which will give details of the shift and ask you to click ok to confirm this shift. When you book yourself into a shift it is your obligation to work this shift. You may only cancel shifts by contacting the Staff Bank Office. You must telephone and speak to someone directly. You will only be allowed to cancel bank shifts due to exceptional circumstances e.g. sickness (If you are seeing shifts for areas that you never work or are not seeing shifts for places that you regularly work please contact the staff bank office preferably by emailing us on or you can telephone us on 01463 706666 TO VIEW YOUR BANK TIMESHEETS Click on timesheets – click on historical timesheets, this will give information on timesheets for shifts previously worked. TO VIEW YOUR PERSONAL DETAILS Click on MY PROFILE on the top banner. You will see various headings down the left hand side of the page. If you click on these you will see all the information we hold for you. If any of this information is incorrect or requires updating please contact staff bank preferably by emailing us on or you can telephone us on 01463 706666. Should the link not work from EOL try:
their experience of loss and grief death but contain information that can be applied prior to death that may be useful According to their preferences and wishes support individuals and others to communicate the losses they may experience Advance Care Planning Communication 01_04 03_01 ACP in practice: using end of life care tools The importance of good communication Support the individual and others through each stage of grief they experience Symptom Management 04_26 Managing distress during the dying phase Support individuals and others experiencing loss and grief to access support services Bereavement Bereavement 07_02 07_05 Assessment of carers needs Emotional support and signposting 3. Be able to manage own feelings in relation to loss and grief 3.1 Describe how own feelings about loss and grief can impact on the support provided Communication Communications 03_08 03_22 Understanding and using empathy ‘Am I dying?’ ‘How long have I got?’ handling challenging questions
by pain and distress at end of life Describe ways to assess whether an individual with dementia is in pain or distress Symptom Management Symptom Management 04_07 04_29 Assessment of pain Symptom management in people with learning difficulties or mental health problems Describe ways to support individuals with dementia to manage their pain and distress at end of life using Medication Non medication techniques Assessment Symptom Management Symptom Management Symptom Management Integrating Learning 02_12 04_08 04_28 04_29 05_09 Assessing those with fluctuating mental capacity Principles of pain management Non-drug interventions in symptom management Symptom management in learning difficulties or mental health problems Case study: dementia Understand how to support carers of individuals with dementia at end of life Explain why carers may experience guilt and stress at end of life of an individual with dementia Assessment Communication 02_10 03_34 Carer assessment and support Dealing with challenging relatives Describe ways of supporting carers to understand how end of life process may differ for individuals with dementia Advance Care Planning 01_07 Mental Capacity Act: aims and principles
Setting up the Interview – Administrative Functions Overview - Key Steps to Set Up the Interview The following list provides an overview of the key preparatory tasks which need to be undertaken prior to interviewing students. Further details are provided in subsequent sections. Step 1. Assign School Administrator (Principal) Key steps: → User Management Reference: section in this document. Step 2. Create Classes (School Administrator) Key steps: → Manage Classes → Create Class Reference: section in this document. Step 3. Add Students to Classes (School Administrator) Key steps: → Manage Classes → Edit Class Reference: section in this document. Step 4. Add Teachers to Classes (School Administrator) Key steps: → Manage Classes → Edit Class Reference: section in this document.
Functions Accessed via the Admin Button The key administrative tasks are performed via the Admin button within the online application. The Admin button will only be visible to staff with administrative access (the principal and the school administrator). Click the Admin button to access the following functions: Manage Classes Manage Students User Management Manage Assessments School Administrator List Manage Classes Manage Classes is used to create, rename or delete classes at your school and to add or remove teachers (including teachers from other schools or campuses) and students to or from classes. Three functions are accessed from Admin → Manage Classes as indicated by the buttons bordered in red below: Create Class Edit Class Delete Class Create Class Create Class is used to create classes to which students and teachers are added. Note. Classes will already exist if, for example they were created in the Mathematics Online Interview. Existing classes may be viewed by clicking the Class Name drop-down menu. Students will still need to be added to these previously created classes, as well as to newly created classes, before the Interview can be used with students. For further information on adding students and teachers to classes, see in this document. Create a New Class In multi-campus settings choose the appropriate campus from the drop down box and then click Select School as depicted below. In single campus settings proceed to step 2. Enter a Class Name and a Class Code. (The Class Code is provided as an extra field to assist schools to organise classes, if required. It can be the same as the Class Name.)
Public Health Wales Primary Care Quality End of Life Care 1. Learning Point Themes 2. Specific learning points identified in each case 3. Number of cases with these themes (expressed as fraction of the individual case reviews; e.g. 4/15) 4. Action prompted at practice level 5. Action prompted at cluster level Co-ordination Continuity of Care Advanced Care Planning Carer support Date: November 2015 Version Final v1 Page 12
Public Health Wales Primary Care Quality End of Life Care EOLC - Cluster summary of learning points and actions 1.Learning point themes 2. Specific learning points identified in each case 3. No. of cases with these themes (fraction of total cases) 4. Actions prompted at practice level 5. Actions prompted at cluster level Documentation of Last Days of Life Symptoms Nursing Assessment After Death Palliative Care Register Communication Co-ordination Continuity of care Advanced Care Planning Carer Support Intranet: Internet: Date: November 2015 Version Final v1 Page 15
Learning Point Themes Specific learning points identified in each case Number of cases with these themes (expressed as fraction of the individual case reviews; e.g. 4/15) 4. Action prompted at practice level 5. Action prompted at cluster level Co-ordination Continuity of Care Advanced Care Planning Carer support
Other Themes not covered above Here the practice may identify issues not covered in the grouped themes above Learning Point Themes Specific learning points identified in each case Number of cases with these themes (expressed as fraction of the individual case reviews; e.g. 4/15) 4. Action prompted at practice level 5. Action prompted at cluster level
EOLC - Cluster summary of learning points and actions 1.Learning point themes 2. Specific learning points identified in each case 3. No. of cases with these themes (fraction of total cases) 4. Actions prompted at practice level 5. Actions prompted at cluster level Documentation of Last Days of Life Symptoms Nursing Assessment After Death Palliative Care Register Communication Co-ordination Continuity of care Advanced Care Planning Carer Support Intranet: Internet:
Appendix 1: Report Examples Summary Reports can be generated for groups of students or for individual students. Reports for Groups of Students Report Name Report Description When to use this report Views Available Student Details Report Summarises the personal and demographic details of students in a chosen cohort and provides a list of completed assessments. To view the personal and demographic details of a cohort of students. To see which assessments have been completed for each student in a cohort. Tabular - HTML - PDF - Excel Assessment Status (Quick) Report This report summarises the assessment status of students in a selected cohort during an assessment period. To check the status of assessments (not started, assessing, finalised) for a selected cohort during an assessment period. Tabular - HTML - PDF - Excel Assessment Status (Detailed) Report Summarises the assessment status of students in a selected cohort during an assessment period. It also provides details of the assessment status of each individual student in the cohort. Assessments (not started, assessing, finalised) for individual students in a selected cohort during an assessment period. Tabular - HTML - PDF - Excel AusVELS by Student Report This report presents the AusVELS progression points achieved by a cohort of students in each mode of the AusVELS. The equivalent EOI scale score is also provided. To view and compare achievement across different modes for a cohort of students. Graphical - HTML - PDF Group Comparison Report Shows the percentage of students in two cohorts achieving the specified AusVELS progression points for a mode. Any group of students in the same year level can be compared. To compare the AusVELS progression points achieved by two cohorts of students. Tabular and graphical - HTML - PDF Report Name Report Description When to use this report Views Available Formats Group This report presents the spread of achievement for a To see how a group of students have Tabular and - HTML - PDF
EOP-004-AB2-1 Disturbance Reporting Audit Summary Registered Entity: Functional Entity: Audit Period: From: To: Audit: Compliance Monitoring Entity: Alberta Electric System Operator (AESO) Suspected Non-Compliance to the standard? Date of Completion: Assessment Commentary Findings R3
EMERGENCY MANAGEMENT AND BUSINESS CONTINITY PLAN CONTENT SUMMARY WB Plan Section Joint Commission ASPR HPP Guidance WB EOP – BCP Description Plan Overview Describes the EM/BCP program Incident Command Orders of successions and delegations of authorities Addresses plan activation and command center operations. Safety and Security Safety & Security Addresses the role of the Safety and Security Officer. Crisis Management Communications Continuity communications plan Addresses Crisis Communications procedures and the role of the Public Information Officer. Operations Patient Clinical & Support Activities A means to recognize and understand healthcare organizations operations and alternate care site operations plans Location of continuity facilities Addresses Medical Care & Public Health Emergencies, Hazmat and Evacuation Procedures. It also includes business continuity plans that include Alternate Care Site procedures for relocation and continuity of critical clinical functions. Patient Clinical & Support Activities Reduced/altered operations for in-facility movement of service (devolution plan) Plan for management of vital services Addresses Departmental Plans including emergency operations and business continuity procedures for Inpatient Units and Clinical Support Services such as Pharmacy and Clinical Labs. Business Continuity Assessment Form Criteria and steps for closing and relocating a dept/unit Resumption of operations of critical clinical functions Downtime procedures for an extended IT outage Addresses integration with HICS, the Business Continuity Branch and the IT Disaster Recovery Plan.
Logistics Utilities Management Communications Resources and Assets Staff Responsibilities Guidance to assist healthcare organizations with the process for resupply for the transition from COOP to normal operations Continuity staffing plan (Human capital) Addresses Infrastructure, Support Branch and Services Branch activities including Communications, Personnel Pool, Supply Chain Management and Family Care. Planning Addresses the role of the Planning Chief in the command center during an activation. Includes templates for Incident Action Plans and associated job action sheets. Finance Guidance to assist healthcare organizations with the process for reimbursement, reconstitution, or resupply for the transition from COOP to normal operations Addresses the role of the Finance Chief in the command center during an activation. Includes details on FEMA reimbursement and forms for claims. Additionally the finance department template includes the following: Business Continuity Assessment Form Resumption of operations of critical business functions Downtime procedures for an extended IT outage Recovery & Resumption Identification of healthcare organizations healthcare recovery needs to move from COOP to normal operations Provides overarching strategic guidance for recovery and resumption of hospital operations in a large-scale event that augments the departmental business continuity and recovery strategies. Appendices 96 Hour Requirement Hazard Specific Response, 96 hour grid and MOUs
Secondary Education End of Professional Practice Report Form Please refer to the Edge Hill University Grading Criteria Trainee Name Phase Please tick the relevant box Professional Practice 1a Professional Practice 1b Professional Practice 2 Programme (Please tick the relevant box) PGCE Secondary (Full Time and Flexible) Applied Art & Design Business Education Design & Technology English Geography History Computer Science Mathematics Modern Languages Music Physical Education Physics with maths Religious Education Science Programme (Please tick the relevant box) PGCE Secondary (School Direct) Art & Design Business Education. Design &Technology English Drama Geography History Computer Science Mathematics Modern Languages Music Physical Education Religious Education Science Psychology Programme (Please tick the relevant box) Secondary Undergraduate Full Time Computer Science Design & Technology English Mathematics Modern Foreign Languages Religious Education Science
References General References ASPR, Healthcare Preparedness Capabilities: National Guidance for Healthcare System Preparedness, January 2012 CDC, Public Health Preparedness Capabilities: National Standards for State and Local Planning, March, 2011 FEMA, Developing and Maintaining Emergency Operations Plans, Comprehensive Preparedness Guide (CPG) 101, November 2012 NACCHO, 2010 PPHR Criteria for Local Health Departments, All Hazards Preparedness Planning, 2012 State/Organizational Plans Connecticut Department of Public Health, Public Health Emergency Response Plan, September 2005 Florida Emergency Operations Plan, v 2.2, March 2009 Knox County Emergency Action Plan Template Lane County Oregon, Public Health Services Emergency Operations Plan, Version 1, May, 2008 Maine Emergency Operations Plan, June 2015 Minnesota DOH All Hazards Response and Recovery Base Plan, v 2011 Montana, Department of Public Health and Human Services, Emergency Operations Plan, December 2010 Wyoming Department of Health, Emergency Operations Plan, revision #3, November, 2010 Maine CDC, Hazards Vulnerability Analysis Report, May 2, 2012 MEMA, Maine State Hazard Mitigation Plan, 2010 University Hospital of Brooklyn University of Toledo Medical Center Emergency Operation Plan, January 11, 2016 VA Maine Healthcare System, Comprehensive Emergency Management Plan, January 2017 Appendix List of Acronyms A. List of Acronyms AAR After Action Report ASPR Assistant Secretary for Preparedness and Response CEO Chief Executive Officer CMRHCC Central Maine Regional Health Care Coalition
Set 2: r0 = o, r20 = o, r40 = o, 1 = r20 – r0 = o, 2 = r20 – r0 = o Set 3: ………… Calculations: Calculate the average value of 1 and 2. From Eq. 8 with ignored, since n is constant, the thickness of the glass plate can be derived and the resultant equation is given below. t o N1N2 (Cos1 ) ----- Eq. 12 2 N1Cos1 (1 ) (1 )Cos2 where o = 632.8 nm, N1 = 20, N2 = 40, 1 = the angle from the 0o position to make 20 fringe transitions and 2 = the angle from the 0o position to make 40 fringe transitions. (Cognitive – Analysing, Level 4) [5 marks] Determine the thickness of the glass plate with Eq. 12. Compare with the theoretical value. (Cognitive – Evaluating, Level 5) [5 marks] Determine the refractive index of the glass plate with Eq. 11 (ignore term). Compare with the theoretical value. (Cognitive – Evaluating, Level 5) [5 marks]
is an economic system in which all or most of hte means of production and distribution are privately owned and operated for profit. Who decides to produce under capitalism? business decide what to produce, how much to pay workers, how much to charge for goods and services Basic Rights Under Capitalism Right to Private Property, Right to own a business and to keep that business profit after taxes, freedom of competition, and right to freedom of choice How does the Free Market work? buyers and sellers negotiate prices for goods and services influence the decisions about what gets produced and in what quantities. Socialism is an economic system base on the premise that some business should be owned by the government Advantages of Socialism creates more social equity. workers receive more education, health care, fewer work hours, longer vacations Disadvantages of Socialism lowers incentive to start a business or to work hard higher unemployment rate and slower growth rate Socialism Differ From Communism communism the government owns almost all major production facilities and dictates what gets produced and by whom Mixed Economy is part capitalist and part socialist, business privately owned but taxes are high and income is redistributed Gross Domestic Product is the total value of final goods and services produced in a country in a given year Unemployment Rate refers to the % of civilians at least 16 years old who are unemployed and tried to find a job within 4 weeks Consumer Price Index measures changes in the prices of about 400 goods and services that consumers buy What are the 4 phases of business cycles? economic boom, recession, a depression, recovery
Work Habits and Attitude Applying oneself to work Acceptance of responsibility Attention to safety, economy, and efficiency Acceptance of new ideas, suggestions, and constructive criticism Orderliness in work Appropriate dress for job assignment Judgment and Initiative Performance in new situations; flexibility Performance in emergencies Performance with minimum instructions Recognition of limits of authority Safety Rules Consistent adherence to all Safety Rules and Standard Operating Procedures Relationships with Others Cooperation with employees, administrators Meeting and handling the public Working with students Attendance and Punctuality Absences do not exceed allotted leave time Consistent observance of established working hours FEEDBACK TABLE B - Work Characteristics (See Evaluation Factors above) 1 2 3 4 5 1 Quality of Work Comments: 2 Quantity of Work Comments: 3 Dependability & Reliability Comments: 4 Work Habits & Attitude Comments: 5 Judgment & Initiative Comments: 6 Safety Rules Comments: 7 Relationship with Others Comments: 8 Attendance & Punctuality (If rating is less than meets standard, fill in a., b., c. below) a) number of absences: b) number of times late to work: c) number of times has left work early without approval: C) OVERALL PERFORMANCE Provide a rating from Unsatisfactory to Outstanding in FEEDBACK TABLE C based on the same rating standards as Section A that best reflects the supervisor’s judgment of the employee’s overall work performance through an appraisal of all the ratings given for the factors listed above Provide relevant comments for BOTH areas of strength and growth FEEDBACK TABLE C - Overall Performance Instructions: Rate the employee’s overall performance (select one rating below) Instructions: Use this space to describe employee's strengths and weaknesses. Give examples of work well done and suggestions of improving performance. Attach additional sheets, if necessary.
West Hills College Lemoore [5] 555 College Avenue Lemoore, CA 93254 Lataria Hall Associate Dean, Categorical Programs 559-925-3338 Fax 559-924-1539 4/15 Veronica Grijalva Advising Specialist/CARE Coordinator 559-925-3334 Fax 559-924-1539 7/06 West Los Angeles College [7] 4800 Freshman Drive Culver City, CA 90230-3500 Maria Mancia Acting Dean, Student Services 310-287-4530 fax 287-4249 8/15? Alma Narez-Acosta EOPS/CARE Counselor/Coordinator 310-287-4530 fax 310-287-4249 2015? Alma Narez-Acosta EOPS/CARE Counselor/Coordinator 310-287-4530 fax 310-287-4249 West Valley College [4] 14000 Fruitvale Avenue Saratoga, CA 95070-5697 Herlisa Hemp Dir, Std Equity/Interim EOPS Director 408-741-4616 fax 408-741-2405 3/15 Melissa Ceresa EOPS Specialist/CARE Coordinator 408-741-4694 fax 408-741-2405 9/13 Woodland Community College [2] 2300 E Gibson Road Woodland, CA 95776 Bobby Gosal EOPS/CARE/CalWORKs Coordinator 530- 661-5728 fax 530-661-5769 2/16 Fatima Ruiz EOPS/CARE Coordinator/Counselor 530- 661-5728 fax 530-661-5769 7/14? Yuba College [2] 2088 North Beale Road Marysville, CA 95901-7699 Cristina Sanchez Interim Director, EOPS/CARE/CalWORKs 530-741-6995 fax 530-634-7787 7/15 Anabel Toche EOPS/CARE Program Supervisor 530-741-6997 fax 530-634-7787 2/15 Anabel Toche EOPS/CARE Program Supervisor 530-741-6997 fax 530-634-7787 2/15
West Los Angeles College [7] 4800 Freshman Drive Culver City, CA 90230-3500 Maria Mancia Acting Dean, Student Services 310-287-4530 fax 287-4249 8/15? Alma Narez-Acosta EOPS/CARE Counselor/Coordinator 310-287-4530 fax 310-287-4249 2015? Alma Narez-Acosta EOPS/CARE Counselor/Coordinator 310-287-4530 fax 310-287-4249 West Valley College [4] 14000 Fruitvale Avenue Saratoga, CA 95070-5697 Virginia Marquez EOPS Director 408-741-2593 fax 408-741-2405 2/92 Melissa Ceresa EOPS Specialist/CARE Coordinator 408-741-4694 fax 408-741-2405 9/13 Woodland Community College [2] 2300 E Gibson Road Woodland, CA 95776 Bobby Gosal EOPS/CARE/CalWORKs Coordinator 530- 661-5728 fax 530-661-5769 2/16 Fatima Ruiz EOPS/CARE Coordinator/Counselor 530- 661-5728 fax 530-661-5769 7/14? Yuba College [2] 2088 North Beale Road Marysville, CA 95901-7699 Cristina Sanchez Interim Director, EOPS/CARE/CalWORKs 530-741-6995 fax 530-634-7787 7/15 Anabel Toche EOPS/CARE Program Supervisor 530-741-6997 fax 530-634-7787 2/15 Anabel Toche EOPS/CARE Program Supervisor 530-741-6997 fax 530-634-7787 2/15
EOPS/CARE ADVISORY BOARD MEETING Friday, October 24, 2014 – L237 11:30AM-12:30PM AGENDA 1. Welcome – Dr. Montevirgen, Vice President, Student Services 2. Please welcome our new board members - Mr. Emmanuel Lopez, Director, EOP, California State University, East Bay - Richard Rose – EOPS Student, President, Open Gate Program, ASCOA Senator - Stacy Hart, Agency Services Manager, Alameda Food Bank 3. 2013-2014 End of Year EOPS Report – 10 minutes 4. Review of minutes of Thursday, June 14, 2014 meeting – 5 Minutes 5. A Food Pantry at College of Alameda – Stacy Hart, Agency Services Manager, Alameda County Food Bank – 20 Minutes 6. EOP Program at CSU East Bay – Emmanuel Lopez, Director, EOP, CSUEB - 15 Minutes 7. Next Meeting – May 20, 2014 – 2:30 – 3:30PM – Special Event
CARE (COOPERATIVE AGENCIES RESOURCES FOR EDUCATION) IS A SUPPLEMENTAL PROGRAM FOR EOPS ELIGIBLE STUDENTS WHO ARE A CUREENT RECIPENT OF CalWORKs /TANF CASH AID FOR THEMSELVES OR DEPENDENT CHILD(REN) AS SINGLE HEAD OF HOUSEHOLD. IF YOU ARE ELIGIBLE FOR THE CARE PROGRAM, YOU MAY RECEIVE BENEFITS THAT ARE IN ADDITION TO THOSE YOU RECEIVE FROM EOPS. Are you a SINGLE head of household? YES NO Are you a SINGLE parent on CASH Aid/TANF with a child (children) YES NO Are your children receiving CASH Aid/TANF? YES NO Are you a participant of the CalWORKs program at Cuyamaca College? YES NO What is your DSS Case Number? Full name(s), age and date of birth of your dependent children: Last Name First Name AGE DOB
combination of any of the above. A student’s Educational Plan may be completed in the , Disabled Student Services Office or elsewhere on campus, with a copy must be maintained in the EOPS Office. This contact should also include reviewing the Mutual Responsibility Contract. See Section 56204 for more details pertaining to the Educational Plan and Mutual Responsibility Contract. IMPLEMENTATION: (b) an in-term contact session to insure the student is succeeding adequately, that programs and services are being provided effectively, and to plan changes as may be needed to enhance student success. DOCUMENTATION: All counseling and advising contacts must be documented. The student's counseling file should indicate a notation description of what transpired during an in-term contact session, the services provided, track student progress, and the need to change goals or plans. If the student is succeeding adequately and appears to have no challenges that need to be addressed, peer advisors or paraprofessional may provide this contact. Peer-advisors and paraprofessionals may provide follow-up contacts and preliminary progress checks to eligible EOPS students along with informal advising, under the supervision of an EOPS counselor. IMPLEMENTATION: (c) a term-end or program exit contact session to assess the success of students in reaching the objectives of that term, the success of the programs and services provided in meeting student needs, and to assist students to prepare for the next term of classes, or to make future plans if students are leaving the EOPS program or the college. DOCUMENTATION: All counseling and advising contacts must be documented. A term-end or program exit counseling contact session is necessary to assess the success of students in reaching the objectives of that term. To provide assistance to help them prepare for the next term of classes, or make future plans if they are leaving the program or the college. The quality of all EOPS services is dependent upon adequate documentation of counseling or advisement provided by your program staff. If there is poor accountability concerning counseling services, then one cannot adequately track the quality of services provided, nor can staff effectively track individual EOPS student's progress. 56238. Basic Skills Instruction and Tutoring Services. Colleges receiving EOPS funds shall provide basic skills instruction and tutoring services to EOPS eligible students who, on the basis of assessments and counseling, need such services to succeed in reaching their educational goals.
Evaluation of Previous Resource Allocations Below is a list of resource allocations received in previous Program Reviews. Please evaluate the effectiveness of the resources utilized for your program. How did these resources help student success and completion? () The Evaluation / Measured Effectiveness can be typed in another program and pasted here, or typed directly in to the box below. The box will expand with additional text, and paragraphs (hard returns) can be added by using Ctrl+Enter. Resource Allocated PR Year Evaluation / Measured Effectiveness
Kinesiology/Physical Education; Coaching Athletics (as minor) Adapted Physical Education See also: Athletic Training, Exercise Science, Physical Education Teacher Certification, Sport Management Marketing Mathematics Medical Technology Meteorology Nursing Philosophy Physical Education Teacher Certification Physics Political Science Pre-law Psychology Recreation and Leisure Studies Recreation Management Therapeutic Recreation Tourism Management Social Work Sociology Spanish Bilingual Multicultural Studies Language, Literature and Civilization Sport Management Theatre Water Resources Women and Gender Studies Teacher Certification programs Adolescence Inclusive Education with Middle Childhood Extension, Grades 5-12 Biology and General Science Chemistry and General Science Earth Science and General Science English French Mathematics Physics and General Science Social Studies Spanish Childhood Inclusive Education Childhood Education, Grades 1–6 Health Education, Pre K–12 Physical Education, Pre K–12 For information on the requirements for Teacher Certification programs (excluding Physical Education Teacher Certification and Health Education), please see page 15. Notes: Sport Management is available as a concentration on other majors as well as a full major. Adapted Physical Education is available as a concentration on the following majors: Athletic Training, Exercise Physiology, Kinesiology, Physical Education Teacher Certification and Sport Management.
Promulgation Document and Signatures (Worksheet 5) _______________________________________ [Insert Name] [Insert Title] _______________________________________ [Insert Name] [Insert Title] _______________________________________ [Insert Name] [Insert Title] _______________________________________ [Insert Name] [Insert Title] _______________________________________ [Insert Name] [Insert Title] _______________________________________ [Insert Name] [Insert Title] _______________________________________ [Insert Name] [Insert Title] _______________________________________ [Insert Name] [Insert Title]
[Insert Name of Threat/Hazard 9] (Worksheet 37) BEFORE Goal: Objective(s): Courses of Action: DURING Goal: Objective(s): Courses of Action: AFTER Goal: Objective(s): Courses of Action:
1.4 Increase opportunities for Aboriginal and Torres Strait Islander business owners to connect with other Aboriginal and Torres Strait Islander businesses, share knowledge and build strong networks. - OSBC - IBA - Supply Nation -Peak bodies and chambers 1.5 Work with partners to increase access to mentor programs for Aboriginal and Torres Strait Islander businesses. - OSBC - IBA - Aboriginal Affairs NSW - Supply Nation - Private sector 1.6 Incorporate Aboriginal and Torres Strait Islander perspectives into the City's business support activities. 1.7 Work with peak bodies and industry associations to increase opportunities for Aboriginal and Torres Strait Islander entrepreneurship and employment. - Business representative groups (peak bodies, chambers, industry associations) Area of Focus 1B – Provide opportunities to access resources # Action Which partners do we need to make it happen? Now Next Later 1.8 Facilitate access to affordable space for Aboriginal and Torres Strait Islander businesses and entrepreneurs. - State and federal government - Aboriginal and Torres Strait Islander businesses and organisations 1.9 Contribute to the establishment of a business hub for Aboriginal and Torres Strait Islander businesses in Sydney. - State and federal government - Aboriginal and Torres Strait Islander businesses and organisations 1.10 Provide opportunities to Aboriginal and Torres Strait Islander businesses to access space at the City's venues, festivals and events. - Aboriginal and Torres Strait Islander businesses and organisations
94 Smith, K.V (2011) Aboriginal life around Port Jackson after 1822, Dictionary of Sydney. Viewed 14 March 2016. http://dictionaryofsydney.org/entry/aboriginal_life_around_port_jackson_after_1822 95 Heiss, A (2015) Aboriginal Labour in Sydney, Sydney Barani. Viewed 17 March 2016 <sydneybarani.com.au/sites/aboriginal-labour-in-sydney> 96 Nugent, M (2011) ‘You really only made it because you needed the money’: Aboriginal Women and Shellwork Production, 1870s to 1970s, Labour History, No. 101-2011, pp. 76-77; ‘Death of an Aboriginal Boy’, Evening News, 8 July 1881, p. 3. Viewed 17 March 2016 http://nla.gov.au/nla.newsarticle107218355> 97 Goodall, H, and Cadzow, A (2009) Rivers and resilience: Aboriginal people on Sydney’s Georges River, UNSW Press, Sydney, p.130-31. 98 Cadzow, A (2014) Gadigal Newtown, Working Lives, Newtown Project. Viewed 17 March 2016. <newtownproject.com.au/welcome-to-the-newtownproject/cadigal-newtown-introduction/10> 99 Shields, C.M., Bishop, R and Mazawi, A.E. (2005) Pathologising practices. The impact of deficit thinking on education. New York: Peter Lang Publishing. 100 Gorringe, S. (2011) ‘Changing the Conversation – from one of Deficit to one of Strength.’ Paper presented at AIATSIS National Indigenous Studies Conference, Canberra.
4. EMERGENCY CONTACT Name: __________________________________ Relationship to the Applicant: _______________________ Address: ______________________________________ Contact Number: __________________________ 5. RETURN DETAILS OF FORM Earth Observatory of Singapore 50 Nanyang Avenue, N2-01A-15 Singapore 639798 Tel: +65 65927539 (Human Resources)
A) PERFORMANCE OF ESSENTIAL JOB DUTIES Provide your numerical ratings from 1-5 on FEEDBACK TABLE A based on the following rating standards. Use N/A only if the employee does not perform task. FEEDBACK TABLE A - Essential Duties (See Evaluation Factors on previous page) N/A 1 2 3 4 5 1 Job Duty: Maintain fields, tennis and basketball courts and other athletic facilities Comments: 2 Job Duty: Operate trucks, tractors, gang power lawn mowers and variety of power grounds equipment, such as graders, rototillers, skiploaders and scarifiers Comments: 3 Job Duty: Use a variety of power and manual gardening tools, such as small lawn mowers, hedge trimmers, power chain saws, line trimmers, shovels and rakes Comments: 4 Job Duty: Handle synthetic turf grooming equipment to maintain turf surfaces Comments: 5 Job Duty: Clean courts with sweeper, blower and hose Comments: 6 Job Duty: Maintain athletic equipment, such as basketball backboards/nets, tennis nets, goal posts and soccer goals Comments: 7 Job Duty: Line fields for practices, games and competitions Comments: 8 Job Duty: Prepare areas to be planted by scarifying and by making shrub, tree and other holes for planting Comments: 9 Job Duty: Remove shrubs, trees, excess soil and refuse and transports to approved collection areas Comments: 10 Job Duty: Aerify athletic and playing fields and ornamental lawn areas Comments: 11 Job Duty: Operate Ditchwitch and other ditch digging equipment to dig ditches and prepare ground for drainage Comments: 12 Job Duty: Maintain an inventory of sports facility maintenance items and equipment including paint, chalk and repair parts Comments: 13 Job Duty: Perform related duties as assigned Comments: B) WORK CHARACTERISTICS Provide your numerical ratings from 1-5 on FEEDBACK TABLE B based on the first page RATING STANDARDS
Item Weight pounds Weight kg Student Payloads 17.14 7.776 EOSS Payloads 3.80 1.724 Parachute 2.25 1.020 Neck load 23.19 10.52 Balloon 6.61 3.000 Gross Weight 29.81 13.52 Gross Lift Factor 1.15 1.15 Neck Lift 27.66 12.546 H2 fill; scf (approx) 463 Burst Altitude; kft km 103.2 31.5
statistical information that this data allows us to produce we shall never know the answer to these and many other questions. We mention statistics. Your equality information will never be used publicly other than as part of a statistic. Your personal information will remain confidential. It will be stored and used in accordance with The Data Protection Act 1998. Finally, through the operation of its Equal Opportunity Policy, the University intends to publish its equality statistics with an invitation for employees to comment and contribute to improvements in accordance with the University’s equality duties. If you have any questions, please do not hesitate to contact the Equalities Unit. We shall be happy to help. University of Leicester Equalities Team (Brookfield Site, Heron House) University Road Leicester LE1 7RH Email: Tel: 0116 229 7567
FY 2017 Over 200 Renewed IDAPA Certificate of Authorization Issuance Requirements FY 2017 159 issued . Staff Approval for MLE/MLS & COA Applications COA . 31 Days Days I.C. § 54-1235; IDAPA 10.01.01.019.06 . I.C. § . Renewal Requirements FY 2017 Over 1500 Renewed . 4 days 1 day I.C. § ; IDAPA 10.01.01.06 I.C. § Applications and Renewals Denied or Not Acted Upon (Continued) May 19, 2016-May 19-2017 Refusal to Issue Initial or Comity License or Certificate [Total Number: # 27] Application/ Identification Number Statutory Basis Factual Summary (optional) 1 PLS-AR-1 54-1219, IDAPA 10.01.01.019 Denied – insufficient education 2 PE-UT-1 54-1214 Denied – multiple PE exam failures PE/PLS-CA-1 54-1219, IDAPA 10.01.01.019 Denied PLS – insufficient education, PE license issued 4 PE-IA-1 54-1219, IDAPA 10.01.01.019 Denied – missing FE exam 5 PE-MT-1 54-1214 Denied – multiple PE exam failures PLS-ID-1 54-1212, IDAPA 10.01.01.017 Denied – insufficient education 7 PLS-CA-2 54-1219, IDAPA 10.01.01.019 Continued – pending work samples & education info 8 PE-CA-2 54-1219, IDAPA 10.01.01.019 Continued – pending additional education
Hard copy of the Expression of Interest (EoI) must be submitted in a sealed envelope with the subject line mentioning "Expression of Interest (EoI) for (respective service applied for)" and should be delivered to KIRDARC Nepal Office at the following address: The Human Resource and General system Management Division (KIRDARCNepal):Sanepa, Lalitpur P.O. Box: 20842 Tel: 5548040; Fax: Website: Finance And Administration Department (KIRDARC Nepal): Manma Kalikot Tel: +977- 087- 440150 Finance And Administration Department (KIRDARC Nepal): Surkhet, Birendranagar Tel: +977-083- 525664 Section 2: Information about Service Provider Name of the Service Provider: Type of Service Provider Please tick the box Individuals Firm Corresponding Address and Contact Person Consultancy Service Applied Please tick the box 1. Entrepreneurship development training for total 250 participants 2. Vocational training for total 250 participants 2.1 Goat/Sheep farming – 50 Participants 2.2 Vegetable (cabbage, palungo, radish , cultivation, potato) – 40 Participants 2.3 Improved Poultry - 50 Participants 2.4 Potato and bean farming and packaging–30 Participant 2.5 Bee keeping – 30 Participants 2.6 Sisno drying and powder making- 30 Participants 2.7 Tailoring- 20 Participants Section 3: Relevant Experiences and Client Details of Service Provider to the Service Applied Name of Service Delivered Client Name Service Duration
Remarks: Section 4: Checklist for Required Supporting Documents to be submitted by Service Provider The following documents are included: For Individual: CV Experience Certificates PAN/VAT Number For Firms: Firm’s Profile Firm’s Registration Certificate(PAN/VAT) Tax Clearance Certificate 72/73 Section 5: Suggestions on Terms and Conditions for Services We will offer our service with highest quality with honesty, integrity and are willing to abide by the “Zero Tolerance Policy against Fraud and Corrupt Practices”. For this, as a service provider, we propose the following terms and conditions from our side. I, the undersigned, confirm that the EoI form if duly filled with full honesty and integrity. If there is any fraud, intended wrong information is provided, I am fully aware that the service contract, if awarded, will be immediately terminated. Sincerely, Full Name: Designation: Date: Firm Seal (if applicable)
16 Job Duty: Performs related duties as assigned Comments: B) WORK CHARACTERISTICS Provide your numerical ratings from 1-5 on FEEDBACK TABLE B based on the first page RATING STANDARDS Use the following factors to guide your ratings below for each characteristic. WORK CHARACTERISTIC RATING FACTORS Quality of Work Accuracy Thoroughness and attention to detail Skill and performance of specialized or technical duties Quantity of Work Amount of work performed Completion of work on schedule Dependability/Reliability Follow-through Compliance with work instructions Work Habits and Attitude Applying oneself to work Acceptance of responsibility Attention to safety, economy, and efficiency Acceptance of new ideas, suggestions, and constructive criticism Orderliness in work Appropriate dress for job assignment Judgment and Initiative Performance in new situations; flexibility Performance in emergencies Performance with minimum instructions Recognition of limits of authority Safety Rules Consistent adherence to all Safety Rules and Standard Operating Procedures Relationships with Others Cooperation with employees, administrators Meeting and handling the public Working with students Attendance and Punctuality Absences do not exceed allotted leave time Consistent observance of established working hours FEEDBACK TABLE B - Work Characteristics (See Evaluation Factors above) 1 2 3 4 5 1 Quality of Work Comments: 2 Quantity of Work Comments: 3 Dependability & Reliability Comments: 4 Work Habits & Attitude Comments: 5 Judgment & Initiative Comments: 6 Safety Rules Comments:
The City School North Nazimabad Boys Campus EOY Exam Syllabus Class 9 (Engineering Group) Session 2016-17 PAKISTAN STUDIES HISTORY: Chapters 1-11 GEOGRAPHY: Chapters 1-8 Add Maths Sets Ex:1.1A and 1.1B ; Chap #1 Remainder and Factor Theorems E: 5.1, 5.2, 5.3 and 5.4; Chap # 5 Matrices Ex:6.1, 6.2, 6.3, 6.4 and 6.5; Chap #6 Coordinate Geometry Ex: 7.4, 7.5, 7.6, 7.7 and 7.8; Chap # 7 Linear law Ex: 8.1; Chap # 8 Computer Science 2210 Chapter 1 : Binary systems and Hexadecimal Chapter 5: Input and Output devices Chapter 6: Memory and Data storage Chapter 9 : Problem-solving and design Problem-solving and design Pseudocode and flowcharts • understand and use Pseudocode, using the following conditional statement: IF … THEN … ELSE … ENDIF • understand and use Pseudocode, using the following loop structures: FOR … TO … NEXT • understand and use Pseudocode, using the following commands and statements: INPUT and OUTPUT (e.g. READ and PRINT), totaling (e.g. Sum ← Sum + Number), counting (e.g. Count ← Count + 1) Subject : Physics Physical quantities ,unit and measurement Kinematics Dynamics Mass,weight and density Turning effect of forces Deformation Pressure Energy sources and transfer of energy Light CHEMISTRY 1.The particulate nature of matter Kinetic particle theory & diffusion Structure and Properties of Matter Atomic structure Ionic bonding Covalent bonding Metallic bonding Structure and properties of materials Elements, compounds & mixtures 2. The Periodic Table Periodic trends Group properties Transition elements Reactions of Alkali metal and halogens 3. Formulae, stoichiometry and the mole concept Symbols,formulae,equations Construction and balancing of equations Definitions and calculations of Mr. and Ar. Percentage composition calculation Deducing formulae of ionic and covalent compounds Ionic equations with state symbols 4.The chemistry and uses of acids, bases and salts characteristic properties of acids and bases Preparation of salts 5. Experimental Chemistry Methods of purification and analysis
Section 4 – Storage and Raw material Usage This section details the information required regarding raw materials used on site. Fuel oil: Specify type, maximum amount stored and storage arrangements (including protection against spills). Also label on the site layout plan (attachment 2) the location of storage areas as per the location codes below. Locations of any on-site fuelling areas (FA1, FA2, etc) and/or vehicle maintenance areas (VM1, VM2, etc.) must also be marked. Location Code Fuel type Maximum amount stored at any one time Annual consumption Use (e.g. for generator, boiler, vehicles) Method of storage and containment (bunds, spill kits, etc.) F1 F2 F3 Continue as required Section 5 – Waste Management This section details the information required regarding wastes generated or processed on site. 5.1 List the wastes generated or processed on site, giving the EWC (European Waste Catalogue) Code, the maximum storage capacity on site, method of processing and/or disposal, and methods of storage and containment (drums, bulk tank, vats, etc.). Also label on the site layout plan (Attachment 2), the location of storage areas as per the location codes below. Location Code Type of Waste EWC code (from Commission decision 2000/532/EC as amended establishing a list Quantity (maximum site capacity) Method of processing and/or disposal Method of storage and containment