zilongwang/ReadingBank huggingface dataset:
themes that emerged in Phase 1 is presented in Figure 3. These themes refer to the various peer support schemes available to students. Figure 3. Identified themes related to the timeframe and support for integration. Student ambassadors: support for social integration during the first weeks During their first weeks at university, all the participants were questioned about their appreciation of the support they experienced. 64% of the participants (N=60) stated their satisfaction with their experiences with student ambassadors in relation to social integration. University student ambassadors are current students who help ‘the university recruiting unit’ to promote university life and student life to prospective students and their families. Student ambassadors mainly help with campus tours at the main Open Days in June, September and October. They indicated that student ambassadors specifically helped them with finding their way on campus and stated that they were more likely to discuss problems with these students because they were in the same position. They also referred to the characteristics of the role of the student ambassador. 16% of the participants (N=15) believed that they felt confident to ask questions because of the meet and greet with student ambassadors during their visit to one of the University Open Campus Days before they arrived. The student ambassadors’ (as a type of facilitator) ‘open minded’ attitude when guiding students on campus was considered significantly welcome: I went to them with the dumbest questions…At the University’s Open Day it was also the same; you could ask them about really everything. (Student 7: first-year student – EDWE) Facilitators became a familiar face. Consequently, this helped to reduce barriers of personal anxiety and allowed students not to feel shy. Most students felt that student ambassadors were considered as a good source of personal informational support, because of their enthusiasm, their friendly faces and their support and open-mindedness: I think it might be easier to ask questions if you already know each other. As such, the threshold is even lower. (Student 9: first-year student – EDWE) According to 27% of the participants (N=25), the strongest features were providing information and answering queries in terms of academic and non-academic problems. Moreover, the fact that student ambassadors answer questions, both and through Facebook, and are always available to help someone, contributed significantly to a sense of belonging from the beginning:
PAL Leader Plan week 3 Name: Date: 28/09/2015 Course covered in this session: Primary Education ITE Number of students expected:27/28 OPENING How will you open your session? Open: PEEK-A-WOO Aims for this session: Go over expectations for Placement, develop skills of reflection, to explore the logs involved in book club and generate ideas through group talk. MAIN PART Time Required Aims for this activity Resources to be used/ Room layout Techniques (i.e. group discussion, etc.) Activity 1 PEEK-A-BOO 5-10 mins - PALs to continue learning names of group - Useful pedagogy, adapt for class use - pedagogies, adapted e.g. english words Flipchart Paper/Sheet All students lined up, all but front two faced the opposite direction (PALS DIRECT GAME) PALS MODEL ACTIVITY, make game clear *Improvement from last time Whole class game split into 2 - COMPETITION Activity 2 Placement 5 mins - Clarify some things brought up last week, expand e.g. respect adult -> children too characteristics, situation dilemmas? What would you do if...? *IMPARTIAL AS INFLUENTIAL, FLEXIBLE. GET YOURSELF INFORMED, OBSERVE PROPER BOUNDARIES. Flip sheets from last time Powerpoint slide Whole class talk, no response > think – pair – share Activity 3 Challenge and Reflection 25 – 30 mins - To develop reflection skills Challenge: in groups to build the tallest tower. Be intentionally vague to demonstrate point for reflection. Self reflections on the activity, go through what you should be thinking about on the board. Square cardboard pieces, cellotape, flipchart sheets Group tables – layout - prize PowerPoint slide - reflection questions Competitive Game/Challenge, involves discussion Self-reflection >
What method have you used to calculate the rehabilitation cost estimate? Attach your cost calculation to this application. Department’s . Other – use the field below to describe the tool or cost guide you have used. What period is covered by the estimate? Current disturbance at date of application Statement of undertaking to comply with the Act Provide evidence of the applicant/s ability comply with the of the Petroleum (Onshore) Act 1991 and the regulations relating to a petroleum assessment lease. I have attached evidence of the applicant/s ability to comply with the Act. Assessment of petroleum resources/reserves within the land Provide particulars of resources/reserves of petroleum within the area, its status (at least 1C, 2C or 2C Resources), estimate of oil/gas in place and recoverable and the methods used in obtaining such information. The estimation of reserves and resources must be completed in accordance with the Society of Petroleum Engineers, Petroleum Resource Management System (). I have attached an assessment of the petroleum resources/reserves. Fee payment Provide payment, proof of payment or details that allow the payment to be made. Refer to of the Petroleum (Onshore) Regulation 2007 for a list of legislated fees. Fees and fee calculation The application fee amount is $50,000
The Pearl Key Pages 14-15: Comprehension Check: Author Biography – humble or reserved; perceptive – insightful, understanding, and aware; intrigued – interested or curious; backdrop – an environment, surroundings, or setting; migrating – moving or shifting from one place or region to another; correspondent – a journalist, reporter, or writer; interaction – contact or communication; oscillated – moved to and fro, back and forth between; blockbuster – a work that is overly impressive or influential; relevance – significance or importance coastal birthplace; interest in and experiences with marine environments; working odd jobs alongside other workers experiencing hardships; observations on social inequality genuine feelings surrounding the unequal social and economic conditions of rural America; the importance and influence of environmental factors focused more on addressing social interaction and also valued entertainment as one of his goals after WWII. Grapes of Wrath 6. He was awarded a Pulitzer Prize in 1940 for The Grapes of Wrath and a Nobel Prize for literature in 1962. 7. “It was noted that not only was he able to depict real people in real situations, but he did so with a bit of humor, raw emotion, and a true understanding of the social experience at this time in history.”
Soups Scotch Broth … … … … … … … … £3.75 Cock a Leekie Soup … … … … … … … £3.75 Cream of Leek and Potato Soup … … … … … … £3.75 Cullen (a smoked haddock and potato cream soup) … … … £3.95 Crème Solfereno (a cream of carrot, potato and tomato soup) … … £3.75 Cream of Butternut Squash and Pear Soup … … … … … £3.95 Soupe Pistou (a Mediterranean style tomato and vegetable broth) … … £3.95 Carrot and Coriander Soup … … … … … … … £3.75 Spicy Pork Belly and Tomato Soup … … … … … … £3.75 Indian Spiced Lentil Soup … … … … … … … £3.75 Cream of Parsnip Soup … … … … … … … £3.75 Seafood Chowder … … … … … … … … £4.00 Roast Garlic and Mushroom Soup … … … … … … £3.75 Cream of Asparagus Soup … … … … … … … £3.95 Veloute Agnes Sorrel (a cream of chicken and mushroom soup) … … £3.95 Fish Course Fillet of Haddock Mornay (a rich cheese sauce) … … … … £7.10 Poached Fillet of Sole Drambuie Cream Chive Sauce … … £7.80 Smoked Finnan Haddock Risotto … … … … … … £7.10 Grilled Collop of Salmon with Grain Mustard and Oatmeal … … … £7.10 Baked Pollock with Mushroom Cognac Cream Sauce … … … £6.90 Pan Seared West Coast Scallops with Crushed Peas and Smoked Bacon … £9.00 Steamed Trout Fillet with Oriental Vegetables … … … … £7.50 Sorbet St Clements (orange and lemon) … … … … … … £2.50 Peppered Strawberry … … … … … … … £2.50 Champagne … … … … … … … … £2.75 Bloody Mary … … … … … … … … £2.75 Lime and Basil … … … … … … … … £2.50 You Name it we will make it … … … … … … £?
Hot Sticky Toffee Pudding with Butterscotch Sauce … … … … £5.50 Warm Apple and Sultana Pie with Crème Anglaise … … … … £5.50 Poached Pear with Creamed Rice Pudding … … … … £5.50 Heilan Mary Pudding with Buttertoffee Custard … … … … £5.50 and Soft Berry Crumble with Custard … … … … £5.50 Cheese and Biscuits (selection of fine cheese served with celery, apples and grapes) … … … £7.50 Tea / Coffee Tea/Coffee served with Mints … … … … … … … £2.75 Tea/Coffee served … … … … … … … £3.00 Tea/Coffee served Chocolate Truffles … … … … … … £3.25 Tea/Coffee served Petit Fours … … … … … … … £3.45 Samples of Popular Menu Choices The set Menu choice offers a selection of finely balanced meals. All set menus prices are inclusive of VAT. Evening Receptions Getting married in the sun? Come home to a Reception with Family and Friends at the Palace We have a range of buffet options ranging from £15.95 to £27.95 per person. All evening reception buffet prices are inclusive of VAT. Evening Buffet
BBSA Draft Complaints Policy for Member Use Introduction The BBSA Customer Code of Practice states: Members must have in place responsive and user-friendly procedures for dealing with customer complaints. Members must ensure that all staff are instructed in the handling of complaints. Staff should adopt a friendly and positive approach towards resolving a complaint. Members must ensure that all staff have the name and contact details of the person to whom complaints are to be referred to within their organisation. All members shall maintain a record of complaints and their resolutions. This should be made available for the BBSA to inspect whenever the BBSA so requests. Members shall co-operate with customers, their representatives and the BBSA in the resolution of complaints. In the event of a dispute which cannot be resolved between the parties either the customer or the member may refer it to the free mediation service offered by the BBSA. All members must co-operate with the BBSA conciliation service. In order to assist members, the BBSA has drafted a pro forma complaints handling policy (see below) for members to adopt, with their own amendments if required. If members do not use this pro forma policy, they must have their own policy which meets the requirements of the Code of Practice as detailed above. Policy statement This Policy is intended to ensure that our complaints procedure is effectively implemented, and that customers feel confident that their complaints and concerns are listened to and acted upon promptly and fairly. We look upon complaints as an opportunity to learn, improve and provide a better service. The policy is not designed to apportion blame, to consider the possibility of negligence or to provide compensation. Our complaints procedure is intended to: enable us to respond appropriately to issues raised by those making complaints in a timely manner; increase customer confidence in our products, services and processes; provide information that can be used by us to make improvements to our products, services, and complaint handling. This policy provides guidance to our staff and those who wish to make a complaint on the key principles of our complaint handling process. Our Commitment We expect all staff to:
EXHIBIT A CAPITAL ACCOUNTS Name Cash Capital Contribution Property Capital Contribution Total Capital Contribution Type of Unit Percentage Interest Paladin Healthcare Capital, LLC Pipeline Health, LLC SRC Management, LLC $ $ Common Common Common 42% 42% 16% TOTAL $ $ 100%
Date of Referral: Is this a self referral? (if no complete referring agency details) Y / N How did you hear about Paladin? Referring Agency Agency name: Contact name(s): Telephone Number: Email Address: Victim Name: Date of & Age: Address: Safe to write? Alternative address: Safe to write? Y / N Y / N Police Division (Lancashire, Derbyshire etc): Contact Number: Number safe to call Number safe to leave message Is email safe for us to use Y / N Y / N Y / N Email Address: Code word/safe time to call or any relevant contact information Other useful tel no. (e.g. family members / colleague / friend) Employment details: Gender Identity: Religion: Ethnicity: Languages Spoken: Translator required: Nationality: Sexual Orientation: Immigration status and any concerns: Disability / literacy or numeracy difficulties – Please detail: Name of perpetrator(s) who is stalking: (If known) Perpetrator(s) Date of Birth: Perpetrator(s) Address: Relationship to you (Victim): Children Names: (please add extra rows if necessary) Date of Birth: Relationship to Client: Relationship to perpetrator: Address: School: Name of worker: Name of agency: Contact number:
Poems by Maddi Chu ARTIMÉ CREATIVE loads of fun! is magical! ALL AROUND YOU IS COLORFUL.MANY CREATERS. LIKE… SIMBER AND FLORENCE! ALL OF THEM ALL MAGICAL AND LIVE IN THE COLORFUL WONDERFUL CREATIVE OF… ARTIMÉ Scaterclips By Maddi Chu Amazing Creative Technology Exciting RUN! Collect it Love it! Improved Popular Superb
capacity to expand their operations into detonations if required by Palau, making now an appropriate time for Australia to bow out of this sector. Recommendation 2 We also note CGD's focus on gender specific outcomes was weak and could have been addressed more directly in the design and implementation of this project. Agree This should be considered in the design and implementation phase of other new and existing investments. To review all existing investments and new investments in light of this recommendation. Review of current investments within the current financial year (before 30 June 2018).
CGD staff undertake ERW survey, clearance and demonstrate leadership n/a Range of transferable skills in information management and technology, time management and self-responsibility and initiative has been developed by local staff CGD now regularly lead spot tasks and emergency call outs with minimal supervision and direction from expatriate staff Awareness raising Community meetings and events n/a Reached a total of 281 participants including 135 males and 146 females at 8 events in 6 states (Peleliu, Ngaraard, Ngardmau, Aimeliik, Ngchesar, Ngemlenglui) between February 2014 and September 2015
Increased community awareness of ERW risk Communities take greater precautions Reduction in risky behaviours n/a Community members (n=32) report higher levels of risk awareness demonstrated by many examples of the safe removal of ordnances and their knowledge of how to response to UXO in the local environment. Reported reduction in people bringing ordnance to the CGD office. Otherwise unknown. Incident log 16-17 includes five incidents: use of ERW to support a BBQ (March 2016), fire initiated ordnance (April 2016), donation of an ordnance by a tourist (November 2016), use of ERW as a boat mooring (November 2016), discovery of a 555lb bomb in the pipeline construction (January 2017)
5.2.2 Changes in Market place. Positive Negative Provide a long lasting comfort shoes Favorite school shoes brand among students Not all shoes display on website, are sold in the store 6.1 Direct Competitors Bata, North Star Both Bata and North Star are one of the most common school shoes brand in Malaysia that have been competed with Pallas for a long time 6.2 Indirect Competitors Vans, DC Shoes
Where is an eigenvalue matrix and its components are . Then matrix A by eigenvalue decomposition is (2.8) Here, the property PT=P-1 was used from the fact that P is orthonormal. If a covariance matrix S of X is a matrix A, the data manipulation involves decomposition of the data matrix X into two matrices V and U, and V is orthonormal, (2.9) The columns of U are known as scores and those of V are called loadings. PCA is a technique to decompose eigenvalues of a covariance matrix, S, of a given data matrix. The loadings can be understood as the weights for each original variable when calculating the principal components. The matrix U contains the original data in a rotated coordinate system. The mathematical analysis involves finding these new “data” matrices U and V. The dimensions of U (i.e. its rank) that capture all the information of the entire data set of X (i.e. # of variables) is far less than that of X (ideally 2 or 3). One now compresses the N dimensional plot of the data matrix X into 2 or 3 dimensional plot of U and V. While the eigenvalues geometrically represent the length of each of the principal axes (i.e. scores), the eigenvectors of the covariance matrix represent the orientation of principal axes of the ellipsoid (i.e. loadings). By using just a few latent variables, the dimensionality of the original multivariate data sets are reduced and visualized by their projections in 2D or 3D with a minimal loss of information. Therefore, PCA is a process of dimensionally reduced mapping of a multivariate data set [2-6]. Figure 2.1. A graphical representation of the data points and their eigenvalues
3.2 Mathematics of PLS Partial least squares (PLS) finds the maximum variance in the predictor variables (X) and finds the correlation factors between X and the predicted variables (Y) that have maximum variance. In PLS, two linear combinations are generated from the X and Y respectively and the maximum covariance between X and Y is calculated. Consider an X matrix of size N×K and an N×M matrix Y The following descriptions are mainly based on [1,4,5,7]. The scores of X, ta (a=1, 2, …, A=the number of PLS components) are calculated as linear combinations of the original variables with the weights w*ka. The mathematical expression is or (3.1) where k=(1, …, K=the number of X variables). The predictor variables, X, are expressed as: (3.2) where eik is the X residuals. Similarly, for predicted variables Y, if the scores of Y are ua and the weights cam: or (3.3) Since scores X are good predictors of Y in PLS, then: or (3.4) where F represents the error between observed values and the predicted response. Using equation (3.1), the equation (3.2) is also expressed as
Palliative Care Scripting Points Starting the Palliative Care Conversation “What are you hoping for?” “What are you afraid of?” “What is most important to you in your life?” “Have you thought about what it might be like if we can’t help you live the way you want to live?” “Have you thought dying? Have you talked to anyone about it?” Words That Work “We want you to live as well as you can, for as long as you can.” “You’re sick and it’s serious, but we’ll be with you no matter what happens.” “What can I do for you now.” “We will do all we can to get you the best care possible.” from Phil Rodgers, MD (October 1, 2013). Palliative Care in MiPCT: Extending the Continuum of Care. [Recording: MiPCT Annual Summit]. Retrieved from
Working with colleagues in 3 wards at RAH (Medicine, Surgery and Older People) to test out application of GAEL accordance with CMO Report on Realistic Medicine 2016 and GAEL. (c) Tests of Change : QEUH/GRI Lead : A McKeown/F Finlay Quality Improvement Project: To identify appropriate active interventions ensuring focus on comfort and dignity at end of life. Identify how learning can be shared Interventions at end of life will be appropriate: with focus on quality of care for individual patients in accordance with CMO Report on Realistic Medicine 2016 and GAEL. (d) National Palliative Care Guidelines Support development of national work Leads C O’Neill, M O’Riordan L Kelly Update guidelines Following email from Dr. B Robson indicating HIS taking lead role: identify Acute Group representative(s) who will participate in this virtual peer review group Chaired by Dr. Pryde, NHS Fife: ensure engagement with wider Acute Group colleagues – and beyond, as appropriate. Work ongoing Acute group update December meeting Development of Guidelines by multidisciplinary group which are fit for purpose (e) SPSP Deteriorating Patient Support : P Keeley Acute Palliative Care Group to ensure it supports delivery of actions identified which are relevant to acute settings: next meeting of Deteriorating Patient Group 12.9.17 (f) Compassionate Inverclyde Lead E Anderson As part of wider Compassionate Inverclyde Project the aim of this project would be to introduce a programme providing companionship or dying, hospitalised patients so no one dies alone: Pilot September 2017
Initiation Dose Initiated under specialist palliative medicine consultants supervision Maintenance dose daily maintenance dose will be established by specialist palliative medicine consultants. Maintenance doses vary considerably, but most are <80mg/24h, however in some cases higher doses may be required. Strong opioids tend to cause similar undesirable effects, albeit to varying degrees, the frequency is not defined, but reported undesirable effects include; Anorexia Asthenia Biliary pain Confusion Constipation Drowsiness Dry mouth Dyspepsia Exacerbation of pancreatitis Euphoria Insomnia Headaches Hyperhidrosis Myoclonus Nausea Pruritus Sexual dysfunction (e.g. amenorrhea, decreased libido, erectile dysfunction) Urinary retention Vertigo Visual disturbance Vomiting Excessive dose: Baseline assessment before initiation Serum electrolytes ECG if history cardiac conduction abnormalities, advanced heart disease or ischemic heart disease, family history of sudden death, concomitant treatment with drugs that have the potential for and/or drugs that may cause electrolyte abnormalities Ongoing monitoring If patient with recognised risk factors for QT-prolongation should be carefully monitored taking methadone: heart or liver disease, electrolyte abnormalities, or concomitant treatment with drugs that can prolong QT interval; patients requiring >100mg daily. This includes electrolyte and ECG monitoring if appropriate. When reviewing the patients the specialist will take in to consideration the risks versus benefits of the treatment, and depending on the stage of the illness whether or not it is appropriate for on going ECG/electrolyte monitoring. Review patient for continued need of medication and dose escalation retaining patients on doses >100mg daily Review patient on request from GP (if and when required)
This leaflet provides information about specialist palliative care for patients and carers. What is specialist palliative care? Palliative care is an approach that improves the quality of life of patients and their families facing the problems associated with life-threatening illness. Through holistic assessment the aim is to identify and address physical, psychological, social and spiritual needs. What do we do? We work in an advisory capacity alongside the doctors and nurses involved in your care at Homerton Hospital. We aim to carry out a personalised assessment to identify your needs. Specialist palliative care: Provides relief from pain and other distressing symptoms Combines the psychological and spiritual aspects of patient’s care Offers a support system to help patient’s live as independently as possible Facilitates discussion and decision making with regard to management of future care Offers bereavement support to families and carers Who needs specialist palliative care? Anyone living with an incurable illness may benefit from palliative care. For example people with all types of cancer, heart disease, advanced respiratory disease, dementia or those at the end stages of progressive neurological disease. It can help at all stages of the illness from diagnosis onwards, while treatment is in progress or at the end of life. Where is specialist palliative care provided? Throughout the adult wards of the Homerton University Hospital NHS Foundation Trust including A&E Our specialist palliative care medical consultant runs a weekly out clinic Mary Seacole Nursing Home On occasion we work jointly in Consultant Outpatient clinics Who provides specialist palliative care? Palliative care is provided by a team working together to support you and those close to you. The palliative care team consists of: Palliative Medicine Consultant Lead Nurse for Cancer and Palliative Care Clinical Nurse Specialists Clinical Psychologist Social Worker Macmillan Cancer Information & Support Manager Access to a Community Palliative Care Occupational Therapist for specialist advice Team Secretary We hold a weekly multi-disciplinary team meeting consisting of health and social care professionals to discuss your care and future needs. Who can refer you? Anyone involved in your care can refer you for specialist palliative care. Do I have to pay for specialist palliative care? No, there is no charge for palliative care provided by the NHS. Services offered by hospices are also provided free of charge. How may the specialist palliative care team be contacted? Your doctor or nurse can bleep or telephone us during your stay in hospital.
Responding to the physical fact of disease Taking steps to cope with the reality of disease Preserving self- concept and relationships with others in the face of disease Dealing with effective and existential/ spiritual issues created or reactivated by the Understanding the disease Maximizing health and life- style Maximizing one’s coping strengths and limiting weakness Developing strategies to deal with the issues created by the disease Exploring the effect of the diagnosis on a 1. Managing symptoms and side effects 2. Carrying out health regiments 3. Preventing and managing health crisis 4. Managing stress and examining coping 5. Maximizing social support and minimizing isolation 6. Normalizing life in the face of the 1. Dealing with symptoms, discomfort, pain, and incapacitation 2. Managing health procedures and institutional stress 3. Managing stress and examining coping 4. Dealing effectively with caregivers 5. Preparing for death and saying goodbye 6. Preserving self- concept 7. Preserving
disease of self and others Ventilating feelings and fears Incorporating the present reality of diagnosis into one’s sense of past and future disease 7. Dealing with financial concerns 8. Preserving self- concept 9. Redefining relationships with others throughout the course of the disease 10. Ventilating feelings and 11. Finding meaning in suffering, chronicity, uncertainty, and decline appropriate relationships with family and friends 8. Ventilating feelings and fears 9. Finding meaning in life and death
Based on the expectations expressed by patients/families experiencing life-limiting diseases, it is important to communicate to patients and families that: You will be honest and truthful. You will not abandon them. You will elicit and request their values and goals and will help as much as is possible to achieve these. You will help them explore realistic options. When assisting families to make decisions, you will consider the overall situation (support systems, economics, technical aspects, locality and other issues). You will respond to their questions within a reasonable time and encourage their questions as well.
Scenario States, Modifiers and Triggers Patient State Patient Status Learner Actions, Modifiers & Triggers to Move to Next State 1. Baseline Rhythm: Sinus tach HR: 120/min BP: 130/80 RR: 30/min O2SAT:84 % (2L NP) T: 36.8oC Sitting upright Patient complains of hip and back pain. “My back…my hip. Need meds.” “It hurts.” “Can’t breathe.” All other responses: “don’t know” and “ask Cindy.” Learner Actions - History & physical - IV, blood work, EKG - Saline bolus - Glucose check - CXR - Call RT - Apply O2 - Team member to read clinic note Modifiers Changes to patient condition based on learner action -Ask patient about his goals of care, he will say “ask Cindy” Triggers For progression to next state -Read clinic note or 5 mins into the case 2. Stabilization 2. Stabilization Rhythm: Sinus tach HR: 110/min BP: 140/90 RR: 24/min O2SAT:94% (NRB) T: 36.8oC Learner Actions - Try to find code status documentation - POCUS for PCE, CHF, PNA and PTX - Treat bone pain - Call SDM Modifiers -Pain meds given HR 100 -If attempt intubation, daughter to arrive/phone asking for MD Triggers -Call POA or attempt intubation 3. Goals of Care Discussion 3. Goals of Care Discussion Rhythm: Sinus tach HR: 100/min BP: 140/90 RR: 24/min O2SAT:92 % (NRM) Cindy arrives or on the phone. Asks about current status. to know prognosis and options. Wants to know your recommendation. Learner Actions - of care discussion with POA - Call Oncology - Call Palliative care Modifiers -Oncology/Palliative care will to see in ED in 30 min Triggers -All actions complete or 7 min into the case 4. Worsening resp status 4. Worsening Respiratory Status Rhythm: Sinus tach Patient complains of ongoing shortness of breath. Learner Actions - Ongoing goals of care discussion w/ POA Modifiers Triggers
(Patient Name/Label) Palliative Care Hospice & In-Patient Referral Admission Location Requested: GRH Freeport-Kitchener SJHCG-Guelph GMCH-Fergus Lisaard House – Hospice Wellington-Guelph Referral Source: Facility / Community Agency: Designation: First Contact Person (Referral Source): Phone: ext: Pager: Fax: Second Contact Person (Referral Source): Phone: ext: Pager: Fax: Primary Palliative Diagnosis: Metastatic Spread (if malignant) Relevant Co-morbidities Reason for Referral □ Back Up Plan □ Uncontrolled Pain & Symptom Management □ End of Life Care (EOL) EOL care includes ongoing pain & symptom management □ EOL care exceed capacity of care at home □ Caregiver/s and/or support system inability to cope at home □ Individual does not wish to die at home □ (specify) ____________________________________ Prognosis Most recent PPS Score: _____ date of last assessment_________ PPS Scores over last month________ ________ ________ _________ PPI Score:_______ (if available) Prognosis: < 1 month < 3 month < 6 months as determined by: Palliative Health Care Practitioner _______________________________ Individual aware of: Diagnosis Prognosis Does not wish to know Family are aware of: Diagnosis Prognosis Does not wish to know If family is not aware, individual has given consent to inform family of: Diagnosis Yes No Prognosis Yes No (Patient Name/Label)
PALLIATIVE MEDICINE AUTHOR SUBMISSION CHECKLIST Please complete this checklist for all papers submitted. Please answer questions with yes, no (and give reasons) or not applicable. This checklist is a mandatory upload on submission, without it your paper will be returned without consideration. Item Explanation Addressed? (Yes, No with reasons, Not applicable) Article title Have you followed our guidelines on writing a good title that will be found by search engines? (E.g. with methods in the title, use of common words for the issue addressed, no country names, and possibly indicating findings). If your study has an acronym is it included in the title? Abstract Have you followed our guidelines on writing your structured abstract? Please remember we have separate abstract structures for original research, reviews and case reports. There should be no abbreviations in the abstract, EXCEPT a study acronym which should be included if you have one. If a trial (or other design formally registered with a database) have you included your registration details? Key statements Have you included our key statements within the body of your (after abstract and before the main text is a good place!) and followed our guidelines for how these are to be written? There are three main headings required, and each may have 1-3 separate bullet points. Please use clear, succinct, single sentence separate bullet points rather than complex or multiple sentences. Keywords Have you given keywords for your study? We ask that these are current MeSH headings unless there is no suitable heading for use (please give explanation in cover letter). International relevance Have you contextualised your work for an international audience and explained how your work contributes to an international knowledge base? Publishing guidelines Have you submitted a checklist for a relevant publishing guideline as a supplementary file? These include CONSORT, PRISMA, COREQ checklists, but others may be more relevant for your type of manuscript. If no published checklist exists please create one as a table from the list of requirements in your chosen guideline. If your study design does not have a relevant publishing guideline please review closest matches and use the most appropriate with an explanation. Word count Does your paper adhere to our word count for your article type? Please insert number of words in the box to the right. Remember that tables, figures, qualitative data extracts and references are not included in the word count.
Summarised Statistics for 2013 80 people supported by PALLS Men 58 people Intensive Support Core Programme-21 Continuation Programme-16 Part Time Light-9 Specialised Offender Integration-2 Prison Support + Recruitment-5 Once off training or programme Vocational Training Soccer -4 Women 22 people Low Threshold Group Drop in, gender specific and trauma aware Designed and delivered in partnership with ALDP Helping Women Recover 17 week modular programme designed by Dr. Stephanie Conington,2 hrs a week Gender specific and trauma aware Holistic Activity programme-2 hrs a week
Faculty struggles with the alignment of instructional pedagogy Walkthrough Tool used to determine trends for the alignment of instructional delivery practices with the Florida Standards. teachers across various grade levels. Results Administer pre and post self-assessments to the faculty identifying the degree of complexity and alignment of the FS to their pedagogy. Admin and Faculty September 2015 & April 2016 Survey data results Share the 2015-2016 School Improvement Plan to the School Advisory Council, Faculty, and Staff of PBE. A midyear progress review will also be shared. Admin and Faculty September/October 2015 and January SAC and Faculty Agendas, minutes Plan and implement professional development that delves into the rigorous implementation of priority learning goals based on the FS established for students. Admin, academic coaches, model teachers and faculty August 2015, October 2015, February 2016 School and Title 1 Materials and supply budget Agendas, handouts, lesson plans Design and deliver lessons that align to the rigor of the Florida Standards Faculty August 2015 through May 2016 School and Title 1 budget Lesson Utilize high impact coaching (academic and peer coaches) for meeting professional development needs of teachers relative to our SIP goals. Admin and academic and peer coaches September 2015 through May 2016 School and Title 1 substitute funds ProGOE schedules, Schedule time and implement teacher visitations to model classrooms for the purpose of observing BEST practices. Admin and Faculty November 2015 through February 2016 School and 1 substitute funds Schedules and observation/ feedback documents Organize and implement instructional rounds for the purpose of observing and providing feedback on exemplar practices as identified on the IPPAS. Administration, Academic Coaches, Peer Coaches, and Teachers December School and Title 1 substitute funds Schedules and observation/ feedback documents
related to the Florida Standards. For example, classroom environment, instruction, item specifications, lesson plans, higher order questions and rigorous performance tasks. Invite colleagues to participate in instructional rounds for the purpose of collaborating on the observational process. South Area Principals and Assistant Principals January School and Title 1 substitute funds Schedules and observation/ feedback documents EVALUATION – Outcome Measures and Reflection-begin with the end in mind. Instructional Delivery Indicators: Not In Place Partially In Place 2015 In Place 2016 TARGET In Place The lesson reflects the full intent of the grade-level content Standard(s). 33% 22% 45% 100% The tasks are aligned to the full intent of the grade level content Standards. 61% 22% 17% 70% The teacher poses high quality questions and problems designed to promote critical, independent, and creative thinking aligned to the standard. 67% 22% 11% 50% The teacher checks for understanding throughout the lesson informal, deliberate methods to determine students’ progression of mastery toward the standard. 67% 22% 11% 50%
Strategies: Small number of action oriented staff performance objectives. Barrier Action Person Responsible Timetable Budget In-Process Measure 1. Training teachers on the School-Wide Text Based Writing Initiative using FSA scoring rubric. (Previous year, FSA rubric was not released prior to writing professional development) 1. Provide faculty wide training on writing process and AVID WICOR 2. Provide faculty training on FSA scoring rubrics 3. Provide baseline data, from Spring 2015 FSA ELA scores and classroom walk throughs. 4. Teachers will input writing scores into Performance Matters for data analysis 5. Review data from classroom walkthroughs and Performance Matters. Administration Department Chairs Literacy Coach Math Coach AVID Coordinator Media Specialist September 2015 October 2015 November 2015 Quarterly writing tasks April 2016 $0.00 -Classroom -Lesson Plans -Gallery Walks -Administrative monitoring of completion of student work samples (folders provided to teachers) 2. Time for teacher collaboration, planning and PLC group discussion and UbD. 1. Establish set meeting dates for the year. 2. Utilize early release Wednesday’s Administration Department Chairs August 2015 August 2015-May 2016 $0.00 -Sign in sheets -Agendas -Unit lesson plans -Administrative observations 3. Training teachers to implement Talk Moves 1. Train teachers on PD Wednesday 2. Include in classroom tool. 3. Provide all teachers with poster. Administration Math Coach September 2015 September 2015 September 2015 September 0.00 -Administrative observations -Classroom
4. Monitor use through observations/ classroom 5. Identify “Champion Teachers” to develop rubrics of best practices. 2015-May 2016 March 2016 4. Lack of Common Board Configuration (CBC) 1. Present CBC concept to instructional staff 2. Department heads lead discussion in department meetings, determining components 3. Department heads come together to share components and determine commonalities. 4. presented to instructional 5. Monitor use through observations/ classroom 6. Identify “Champion Teachers” to develop rubrics of best practices. Administration Department Heads September 2015 September 2015-May 2016 March 2016 0.00 -Administrative observations -Classroom 5. Training teachers to implement AVID strategies and grow student enrollment in AVID program 1. Develop AVID Site Team Plan 2. Present professional development to include AVID strategies Administration AVID Coordinator Certified School Counselors August 2015 October 2015-May 2016 0.00 -Administrative observations -Classroom -Increase in student course requests for AVID classes
evacuation should take place to the evacuation areas designated on the building maps located in each classroom. If the fire alarm is terminated, work with the Public Safety Officers/Fire Department to determine if the building is all clear. The Evening Administrator’s approval is required to authorize an all-clear and send faculty and students back into their respective classrooms. In the absence of an Evening Administrator the most senior Public Safety Officer will direct them back into their respective classrooms. Handling Bomb Threats 1. Always be prepared to write the instant the phone rings. Record the exact words of the threat in writing. Do not panic. Remain calm and professional at all times. Ask the following questions: How many are there? Where exactly are the bombs? When will the bombs be detonated? What kind of devices are they? Are the bombs booby trapped? How? Why did the caller select us as a target? Who or what groups are involved? 2. Do not ask for identification of the caller until all of this information has been obtained. 3. Listen carefully and note the caller’s characteristics: Sex (male or female) Approximate age (child, teen, adult) Nationality Accent or regional voice inflections Education level Mental attitude (calm, laughing, deliberate, angry, excited) Rate of speech (slow, fast) Voice volume (loud, soft) Voice clarity (clear, muffled, disguised) Unusual pronunciation (lisp, impediment, stuttering) Use of words (appropriate? swearing? disjointed?)
Paleolithic Era: Old Stone Age 2 million BC to 10,000 BC Facts: People were nomadic Nomadic: Move from place to place foraging or searching for new sources of food. Lived in clans of 20-30 people Men hunted/fished, women gathered wild fruits/nuts/roots People depended entirely on their environment for their survival Climate had a huge impact Made simple tools and weapons out of the materials at hand Stone, bone, wood Developed a spoken (oral) language Invented clothing (wrapped animal skins around their bodies) to protect themselves from the environment Lived in caves & built fires Animism Belief that the was full of spirits and forces that might reside in animals, objects or dreams Life during the Paleolithic Era: Neolithic Era: New Age Started about 7,000 BC Facts: Learned how to farm, which allowed them to stay in one place Slash & Burn agriculture Built permanent villages Developed advanced tools Stone tools, arrowhead, ax heads, needles, and plow Domesticated plants & animals Pottery & Weaving Skills Neolithic Agricultural Revolution The change from hunting and gathering to farming Led to a growth in population Which led to the decline in women’s status, as men controlled family, economic & political life Led to trade & accumulation of wealth Led to the development of new technology Calendars, plow, arrowhead, ax heads Life during the Neolithic Era:
FIGURE CAPTION Figure 1. The total number of painful areas reported by individuals (n=614 valid responses). Participants were asked “During the past 7 days, have you had pain in any of the following areas?” and were given response options of ‘yes’ or ‘no’ to 10 areas.
Living arrangements (595) Alone (96) 16.1 With husband/ wife/ partner (356) 59.8 With somebody else (143) 24.0 Education* College diploma or equivalent (302/482) 62.7 University degree or equivalent (292/519) 56.3 Postgraduate degree (e.g. PhD) (76/392) 19.4 Currently in paid employment (600) Yes (339) 56.5 No (261) 43.5 of paid employment (324) Part-time (160) 49.4 Full-time (159) 49.1 Not applicable (5) 1.5 Employment status (302) Self-employed (49) 16.2 Employee (248) 82.1 Self-employed and employee (1) 0.3 Not applicable (4) 1.3
>6 12.1 Don’t know 9.1 “Over what duration (on average) do you treat each individual with JHS?” (n=65) <1 week 0.0 1-2 weeks 1.5 3-4 10.8 1-2 months 23.1 3-4 months 36.9 5-6 months 15.4 >6 months 9.2 Don’t know 3.1 “Do you work as part of a multidisciplinary team?” (n=65) No 36.9 Yes 63.1 “What health services can you refer individuals with JHS to?” (n=56)* Clinical psychologist 17.9 Occupational therapist 78.6 Pain clinic 51.8 Pain management programme 53.6 Podiatrist 75.0 Other 8.9 “Do you provide a follow-up maintenance review for individuals with JHS?” (n=64) Always 10.9 Frequently 18.8 Sometimes 31.3 Rarely 20.3 Never 18.8 N/A 0.0 “If you use exercise, do you encourage individuals with JHS to exercise through…” (n=58) full range of motion 43.1 A restricted range of motion 41.4 I don’t specify 15.5 “What formal diagnostic tests/criteria do you use to confirm a diagnosis of JHS?” (n=61)* Beighton 86.9 Brighton 31.1 Bulbena 0.0 Carter & Wilkinson 0.0 Contompasis 0.0 Other 0.0 No formal test/criteria 13.1 “What additional criteria do you use to confirm a diagnosis of JHS?” (n=53)* Pain 64.2 Family history of JHS 81.1 Other 5.7 Table 3. Aims of physiotherapy. Figures are presented as a % of valid responses. Responses are presented in rank order based on frequency. N/A = Not Applicable. “What do you consider to be the aims of physiotherapy for JHS?” (number of valid responses) Always Frequently Sometimes Rarely Never N/A
absorb all the water. You should water new planted palm every two days for the first two weeks. Then slowly get to the regular watering schedule. Step 8. Fertilizing a palm. I see that a lot of web sites recommend fertilizing the palm right after planting. Do NOT apply any fertilizer. Give your palm enough time to get used to the new place. Apply a after you see a new growth. That would be about two months after planting. after planting will create more unnecessary stress adding to the transplant shock. Step 9. Provide Support. Tall palm trees should be provided with some support to avoid toppling over. Use 3-4 wooden blocks and adjustable straps to support the palm. Don’t nail supporting blocks directly into the trunk. The support should be left for one year. How to Transplant Palm Tree from Once Location to Another Whether you are trying to move a palm tree from one location to another one in your garden or getting a field grown palm tree from a nursery, the planting steps would be the same. Understanding how palm roots grow and respond to being cut will help you avoid damaging them and increase palms survival rate. Palm trees don’t have woody roots like broadleaf trees. They have a lot of small roots, tightly packed together, growing from the base of the trunk, similar to grass roots. Unlike broadleaf trees, palm roots don’t increase in diameter and remaining the same size as they first emerged from the base of the palm. Research showed that different palm species respond differently to root cutting. Roots of some palms like Sabal palmetto will die back after being cut and will be replaced by the new roots. So, it really doesn’t matter how close to the palm base you cut them. In some palms like coconut palm, half of the cut roots will survival no matter how close you cut it. It will produce very few new roots after transplanting. However, most palm species depend on the existing root survival. If you are not sure how sensitive a particular palm species is to root cutting, leave enough distance from the trunk. I would recommend leaving at least 3 feet. Since rootball is three-dimensional, you will also need to dig 3 feet down.
trunk. Do NOT remove any fronds that grow at 45 degree angle or greater. If your palm tree looks like a rooster tail, you over-pruned it. 10. HURRICANE PRUNING. It is not unusual during hurricane season in Florida to get a on the door by a team of palm tree professionals, offering to prune your palms. They might say that removing extra weight from your palm tree will save it during hurricane. Makes sense, right? Wrong. Your palm trees need all the leaves they can get to protect the new growing fronds from wind. I think this covers the most common mistakes. I hope you find this article useful. Let me know if you would like to share your experience or have good tips to add to Palm Care Mistakes.
Concussion Information Sheet A concussion is a brain injury and all brain injuries are serious. They are caused by a bump, blow, or jolt to the head, or by a blow to another part of the body with the force transmitted to the head. They can range from mild to severe and can disrupt the way the brain normally works. Even though most concussions are mild, all concussions are potentially serious and may result in complications including prolonged brain damage and death if not recognized and managed properly. In other words, even a “ding” or a bump on the head can be serious. You can’t see a concussion and most sports concussions occur without loss of consciousness. Signs and symptoms of concussion may show up right after the injury or can take hours or days to fully appear. If your child reports any symptoms of concussion, or if you notice the symptoms or signs of concussion yourself, seek medical attention right away. Symptoms may include one or more of the following: • Headaches • “Pressure in head” • Nausea or vomiting • Neck pain • Balance problems or dizziness • Blurred, double, or fuzzy vision • Sensitivity to light or noise • Feeling sluggish or slowed down • Feeling foggy or groggy • Drowsiness • Change in sleep patterns • Amnesia • “Don’t feel right” • Fatigue or low energy • Sadness • Nervousness or anxiety • Irritability • More emotional • Confusion • Concentration or memory problems (Forgetting plays during games) • Repeating the same question/comment Signs observed by teammates, parents and coaches include: • Appears • Vacant facial expression • Confused about assignment • Forgets plays • Is unsure of game, score, or opponent • Moves clumsily or displays in coordination • Answers questions slowly