zilongwang/ReadingBank huggingface dataset:
Topics and Readings Date Topic Readings Assignment (due) Tue 9/4 Intro Thu 9/6 Methods Chapter 2 Tue 9/11 Social Cognition Chapter 3 Thu 9/13 Focus Day: Emotion Ekman & Friesen (1971); Lerner et al. (2003) Tue 9/18 Attribution Chapter 4 Thu 9/20 Focus Day: Conspiracy Theories and Fake News Douglas et al. (2017); Van Prooijen et al. (2015); Vosoughi et al. (2018) Tue 9/25 Self Perception Chapter 5 Thu 9/27 Focus Day: Happiness Diener (2000); Kahneman et al. (2006); Wilson & Gilbert (2005) Tue 10/2 Dissonance Chapter 6 Thu 10/4 Data collection workshop Tue 10/9 Attitudes, Stereotypes and Prejudice Chapter 7, Chapter 13 Thu 10/11 Focus Day: Stereotypes Dunham et al. (2013); Martin et al. (2014) Intl. Roundtable Tue 10/16 Focus Day: Dehumanization; Intl. Roundtable discussion Bastian & Haslam (2011); Loughnan et al. (2014) Thu 10/18 Midterm Exam Tue 10/23 Focus Day: Free Will Schwartz (2000); Vohs & Schooler (2008) Fall Break Tue 10/30 Norms and Conformity Chapter 8 Thu 11/1 Focus Day: Social Influence Haun et al. (2014); Nolan et al. (2008) Tue 11/6 Crowds and Groups Chapter 9 BOP (Tue 11/6) Thu 11/8 Focus Day: Willpower Bartels & Urminsky (2011); Mischel et al. (1989) Tue 11/13 Attraction Chapter 10 Thu 11/15 Op-Ed workshop Tue 11/20 Prosocial Behavior Chapter 11 Thanksgiving Break
Project Name Whitby Hall Air Handler and Roof Replacement Proposer Firm Project Number UAK190003 City, State, Zip Selection Criteria Value Score 1. Primary Firm Location and Workload (Maximum 10 points) a. Proximity of firm to project site Less than miles 5 miles to miles 2 More than miles 0 b. Amount of contracts awarded by Contracting Authority in previous 24 months Less than $ 5 $ to $ 2 More than $ 0 2. Primary Qualifications (Maximum 35 points) a. Project management lead Experience / ability of project manager to manage scope / budget / schedule / quality 0 - 10 b. Project design lead Experience / creativity of project designer to achieve owner’s vision and requirements 0 - Max = 25 c. Technical staff Experience / ability of technical staff to coordinate construction documents and develop accurate estimates and schedules 0 - d. Construction administration staff Experience / ability of field representatives to identify and solve issues during construction 0 - 3. Key Consultant Qualifications (Maximum 15 points) a. Key consultants Experience / ability of key consultants to perform effectively and collaboratively 0 - 10 b. Proposed EDGE-certified Consultant participation* One point for every 2 percent increase in Services compensation** over the EDGE participation goal 0 - 5 4. Overall Team Qualifications (Maximum 10 points) a. Previous team collaboration Less than sample projects 0 Max = 3 to sample projects 2 More than sample projects 3 b. LEED*** Registered / Certified project experience Registered projects 1 Max = 2 Certified projects 2 c. BIM project experience Training and knowledge 1 Max = 3 Direct project experience 3 d. Team organization Clarity of responsibility / communication demonstrated by table of organization 0 - 2 5. Overall Team Experience (Maximum 30 points) a. Previous team performance Past performance as indicated by evaluations and letters of reference 0 - 10 b. Experience with similar projects / delivery methods Less than projects 0 - 3 to projects 4 - 6 More than projects 7 - 10 c. Budget and schedule management Performance in completing projects within original construction budget and schedule 0 - 5 d. Knowledge of Ohio Capital Improvements process Less than projects 0 - 1 to projects 2 - 3 More than projects 4 - 5 * Must be comprised of consulting firm(s) and NOT the lead firm ** Preconstruction Stage Compensation plus Contract Sum minus Subcontracted Work, Self-performed Work, and DB’s Contingency *** Leadership in Energy & Environmental Design administered by the Green Building Certification Institute Subtotal Notes: Evaluator: Name Signature Date
Date of birth: Gender: Male Female Unknown Unspecified Not reported Ethnicity(“X” ONLY one with which you MOST CLOSELY identify): Hispanic or Latino Not Hispanic or Latino Unknown Not Reported Race category (choose all that apply): American Indian or Alaska Native Asian Black or African American Native Hawaiian or Other Pacific Islander White Unknown Not Reported Number of years of education: years: SNOMED CT Code: Medical History Term:
Grading: During the course of the semester, you will be required to complete one research paper, eight quizzes, three regular examinations (882-E scantron sheets required), and one final examination (882-E scantron sheet required). The quizzes are designed to provide understanding and help students learn attention to detail and concentration. These exercises will provide both your understanding and ability to comprehend course material in an effective fashion. The research paper will have several very important requirements: Format – Any university or college-acceptable research paper format is permitted (ie. APA, MLA, etc.). Please be sure to utilize in-text citations following the chosen research format and include the following: an introduction outlining the main points of the paper body paragraphs expanding on these points and offering evidence to support your claims a conclusion to summarize the paper’s main points a reference page or bibliography Length – Must be a minimum of 10 pages of text in length, 12 point font, maximum 1” margins References – Must have a minimum of 8 legitimate references provided in a reference page or bibliography (ie. Peer-reviewed academic journal articles or books) NO INTERNET WEBSITES, that includes .org, .edu, .gov, .com or anything else on the web You may use Ebscohost to find peer-reviewed articles Topics – You must choose from one of the 3 topics listed below: Discuss the evolution of Geographic Information Systems Glacial Geomorphology Fluvial Geomorphology A grading rubric has been provided on the following page for guidance. Grading Rubric: Points (out of 60) Good Satisfactory Needs Work Poor spaced,
 This note is appropriate if the district has the particular circumstance; e.g., changes in debt are shown only if the district has long-term debt; changes in capital assets are shown only if the district accounts for the capital assets, etc.  Notes to the Financial Statements are an integral part of the financial statements. Notes must be prepared on a timely basis. For smaller school districts that are audited by the State Auditor’s Office on a two-year cycle, information should be included for both years being examined. For the notes that will be included in the two-year audit report, include the information in parentheses.  The district should choose Format Option #1 or Format Option #2, depending on the circumstance. Format #1 should be used where all (during the entire year) of the district’s investments are insured or registered and held in the district or in the district’s name by its agent. Otherwise, Format #2 should be used.  If the district has any investment during the year, which is not fully insured, registered, or held in the name of the district, extensive additional disclosure is required. Reference to disclosure requirements published in GASB Statement No. 3 is necessary. another valuation method is used, adjust the note accordingly and explain the impact on the financial statements.  This sentence is appropriate if the district has a reserve for inventory.  Prepare this note only if some leases are not capitalized. (Payments on capitalized leases are included in the note CHANGES IN LONG-TERM DEBT as debt service.)
episode of atrial fibrillation, a heart condition that is a risk factor for stroke. The chemicals in smoke also make your platelets, a type of blood cell, more likely to stick together. This increases the chance of a clot forming. These factors increase smokers’ risk of developing atherosclerosis, a condition where arteries become narrowed and harden. This reduces the blood flow and makes blood clots more likely to form. If a clot occurs in an artery leading to the brain, it can cause a stroke when it blocks the blood supply to part of the brain. This type of stroke is known as an ischaemic stroke. Smoking nearly doubles your risk of having an ischaemic stroke. Smokers are also more likely to develop high blood pressure, which is a major risk factor for stroke. Smoking is particularly dangerous for people who already have high blood pressure because high blood pressure contributes to damage to the arteries. If you are a smoker with high blood pressure, your arteries will narrow at a much faster rate, significantly increasing your risk of stroke. Why should I stop smoking?
on specific details in a text [character’s thoughts, words, or actions]”). Week 7 September 12-16 W.4.3d Use concrete words and phrases and sensory details to convey experiences and events precisely. (T1) RL.4.9 Compare and contrast the treatment of similar themes in stories, myths, and traditional literature from different cultures. (T2) RF.4.3a Use morphology (e.g. roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (T1 & T2) L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (T1 & T2) L.4.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g. I can use descriptive words and details to help readers better understand a story. I can compare and contrast themes in various texts. I can use my knowledge of word parts to read unfamiliar words. I can use grammar correctly in my writing and speaking. I can use correct capitalization, punctuation, and spelling when writing. I can use prefixes, suffixes, and roots to understand unfamiliar words. SI- Precise Language & Sensory Details SI- Compare & Contrast SI- Capitalization SI- Punctuation SI- Spelling SI- Roots & Affixes
PRESENTATION COLLEGE CHAGUANAS FORM ONE COURSE OUTLINE CHEMISTRY TERM TWO Teachers: Mrs. S. Ramcharan Mr. K. Sahibdeen Text: Caribbean Interactive Science I – Ho Peck Leng, Joe Cazabon Chapter 6: Separating mixtures Pg. 130 Chapter 7: The Particulate Model of Matter Pg. 150 Chapter 8: Atoms, Molecules and Ions Pg. 169 Chapter 9: Physical and Chemical Changes Pg. 183
East Anglia Foundation School Individual Placement Description Bedford Hospital NHS Trust All information to be completed by the Foundation School. Placement FY1 General and Colorectal Surgery The department The Department of General Surgery comprises 14 Consultants (4 Colorectal, 1 UGI, 2 Breast, 4 Vascular and 3 Urology). This post involves working in a two Consultant Colorectal firm comprising a SpR, a CT and 2 FY1 doctors. The department serves a catchment population of 280,000. The type of work to expect and learning opportunities All F1 Doctors in hospital posts will generally be ward based during the normal working day and would be expected to deliver the daily medical care for all their Consultants patients. On call commitments include assessment of patients in A&E and on the wards including vascular surgery and urology. The overall educational objectives of the F1 year are to provide the trainee with the knowledge, skills and attitudes to be able to Take a history and examine a patient Identify and synthesise problems Learn about the management of general surgical conditions, both elective and emergency. Learn a variety of practical proceedures. Prescribe safely Keep an accurate and relevant medical record Manage time and clinical priorities effectively Communicate effectively with patients, relatives and colleagues Use evidence, guidelines and audit to benefit patient care Act in a professional manner at all times Cope with ethical and legal issues which occur during the management of patients
Table 1. Categories of Costs Incurred at Different Stages of Implementing a Practice or Quality Improvement Program Stages of the Improvement Actions Cost Category Planning and Development Training Startup Ongoing Operation, Monitoring, and Maintenance Shutdown Personnel X X X X X Supplies X X X X X Equipment X X Training X X X X Information systems X X X Outreach and communication X X X External consultant costs X X X Considerations for Calculating Net Return. Instructions for completing Worksheet 2 are provided at the top of the worksheet. The grand total financial effect derived in the worksheet is the estimate for the ROI numerator. The estimation of these financial effects is more complex—and more subtle—than estimating the implementation costs. Implementation of improvement actions may have many positive effects on patients’ outcomes and health status. For example, improvement actions might reduce hospital-associated infections, rates of pressure ulcers, or patient mortality. Although these effects do not have a direct monetary value, many of them may affect a hospital’s revenues and expenses, which should be estimated in an ROI analysis. For example, reduction in adverse events can lead to reduced length of stay, which may affect finances either positively or negatively, depending on payment structures. In addition, reduction of adverse events that would result in decreased payments due to programs such as the Centers for Medicare & Medicaid Services’ Value-Based Purchasing or Hospital-Acquired Condition Reduction Program would have an even more direct effect on revenues. You will need to capture two types of financial effects: changes in the hospital’s revenues and changes in its operating costs. For example, by reducing its infection rates, a hospital could eliminate the costs it had been incurring to provide the extra care required to treat infections. It also could enhance or protect its revenues, if insurers offered incentives for infection control or imposed penalties for occurrences of infections. When calculating the hospital’s net return for the ROI, it is necessary to take into account that the effects on revenues and effects on costs work in opposite directions. From the hospital’s perspective, an increase in revenues is good, so a higher revenue due to improvement actions should be a positive number. On the other hand, a decrease in costs is good, so a lower cost due to improvement actions is good. The instructions for calculations of net return are provided on Worksheet 2.
East Anglia Foundation School Individual Placement Description Cambridge University Hospitals NHS Foundation Trust All information to be completed by the Foundation School. Placement F1 Hepatology/Medicine The department Department of Hepatology. This comprises 4 Consultants, 2 SpRs, 1 senior clinical fellow, 1 clinical lecturer, several research fellows, 6 specialist nurses. The liver unit (ward C4) also comprises a team of nursing staff and allied health professionals. At any one time we have 2 CMT doctors and 2 FY level doctors covering the wards with an SpR level doctor overseeing. The type of work to expect and learning opportunities F1 doctors spend an 8 week block on the Hepatology ward and an 8 week block in acute medicine. Learning opportunities are as per the curriculum but also management of patients with liver disease and related procedures such as ascitic tap and paracentesis. There is particular exposure to alcohol related problems. A number of educational meetings occur including weekly journal club, audit meetings, xray and path MDTs. There is dedicated FY teaching on Fridays. Where the placement is based For Hepatology - ward C4 (liver unit), daycase ward (D5) and outlying wards which are variable depending on patient numbers. Generally 2 weeks at a time in each area. For the Medicine block this includes weeks on the Medical short stay unit and in the emergency department. Clinical Supervisor(s) for the placement (If information available at this time)
Manage time and clinical priorities effectively. Communicate effectively with patients, relatives and colleagues. Use evidence, guidelines and audit to benefit patient care. Act in a professional manner at all times Cope with ethical and legal issues which occur during the management of patients within the specialty. Educate patients effectively. Maintain life-long learning and teaching. FY1’s are expected to support undergraduates. Where the placement is based James Paget University Hospital Clinical Supervisor(so) for the placement All trainees are provided with a named Clinical Supervisor from the list of Clinical Supervisor trainers. Main duties of the placement The doctor is responsible with other staff for the ward care of patients and the maintenance of the patient’s medical record. They will have opportunity to work with the consultants in outpatients clinics on occasions and also take responsibility for problems arising in the specialty with patients on the ward. They are expected to attend the structured teaching programmers provided by the department. The doctor will be responsible for such other specific clinical duties as allocated by consultants including performing other duties in occasional emergencies and unforeseen circumstances. Typical working pattern in this placement Normal Working Day 0900hrs – 1700hrs EADU/Ward Cover 0800hrs – 2030hrs The Foundation Year 1 Trainee will participate in a 1:6 full shift system. Rota shift times and frequency are subject to change. Employer information The James Paget University Hospitals NHS Foundation Trust became the first Foundation Trust in Norfolk and Suffolk on 1st August 2006. The 522 bedded acute hospital at the James Paget University Hospital in Gorleston is supported by services at Lowestoft Hospital, the Newberry Centre Children’s Clinic and other
East Anglia Foundation School Individual Placement Description West Suffolk Hospital NHS Trust Placement Rotation 1 FY1 – Paediatrics The department Composed of 8.5 consultants and 5 registrars covering all general paediatric and neonatal medicine at secondary level. Particular special interests in allergy, diabetes, oncology, cardiology, respiratory and neurology. The type of work to expect and learning opportunities The majority of the work is General Paediatric ward based- ward work – ward rounds, managing unwell patients, paper work and clerking acute admissions There is also a 2 week placement in the neonatal unit to gain experience there. There is opportunity to sit in on OP clinics. There are numerous opportunities to learn both on the ward and in the regular teaching sessions and also the chance to get some teaching experience. Where the placement is based West Suffolk Hospital, Bury St Edmunds, Suffolk Clinical Supervisor(s) for the placement Dr Binu Anand Main duties of the placement Care of ward patients (as part of the team) Clerking new admissions Timely completion of Discharge summaries Attending handover Attending teaching
Timetable MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY AM Hospice MDT 9am-10am Hospice – review patients Lung Cancer clinic STDH Community and hospital palliative care MDT and patient visits Ward 19 consultant ward round STDH palliative care ward round PM Hospice –review of patients/new admissions/day care Ward 19 Trust Grand Round 12:30 – 2 (Education Centre) Community visits Ward 19 X-ray meeting STDH 12.30 Ward 19 PM Hospice MDT Ward 19 MDT/case conference Ward work Community visits with Macmillan nurses Falls/tilt clinic Ward work Ward 19
Criteria 12.2.2: Ongoing monitoring (e.g. up to five years after relocation) of commitments to relocated communities is in place. Standard 12.3: Conservation impacts on the evacuated area are identified, managed and monitored. Criteria 12.3.1: Biological rationale for relocation needs to be clearly stated and communicated to local communities. Criteria 12.3.2: Restoration plans for the evacuated area are developed, implemented and monitored (e.g. re-use by tigers and prey). Standard 12.4: Involvement and engagement of Indigenous Peoples and local communities in governance. Criteria 12.4.1: The site’s local governance structures and mechanisms recognise the legitimate rights of Indigenous Peoples and local communities Criteria 12.4.2: Community consultation and involvement in the management of the conservation area/buffer zone is appropriate, clearly planned, implemented, monitored, assessed and documented (see also Standard 4.2). Standard 12.5: livelihood mechanisms are in place and monitored. Criteria 12.5.1: If in place, government policy on benefit sharing /alternative livelihoods is implemented, monitored and assessed by the conservation area. Criteria 12.5.2: Approaches undertaken by the conservation / protected area for sharing benefits/alternative livelihoods with communities (e.g. tourism revenue generated and shared) are clearly planned, implemented, monitored, assessed, adapted and documented (see also Standard 4.2).
Criteria 13.1.2: Coordination and cooperation with stakeholders (e.g. researchers, NGOs, service providers etc.) includes consultation meetings; shared work programmes; cooperation in management planning; cooperative working relationships (e.g. sharing activities, work programming, resource allocation) (see also Standards 4.2 and 12.4). Standard 13.2: Resource use in the area is managed to balance conservation objectives and local users needs. Criteria 13.2.1: The needs of resource users are known and management respects this need insofar as this is compatible with the achievement of areas objectives. Criteria 13.2.2: The types and levels of permitted activities are clearly described and uses and access are managed to minimise harm to the major site values, for example through permits, zoning etc. D. Tourism 14. Tourism and interpretation Standard 14.1: Tourism facilities are in place where appropriate. Criteria 14.1.1: Tourism facilities (e.g. number of guides and organized activities, safaris, canoe trips etc.; and physical facilities such as parking, toilets, accommodation/hotels, walking trails etc.) are designed to have minimal impact on habitat and wildlife. Standard 14.2: Interpretation facilities are in place where appropriate. Criteria 14.2.1: Interpretation needs are understood (e.g. the needs of difference audiences, age groups etc.) (see guidance note N). Criteria 14.2.2: Relevant, up-to-date and well-maintained interpretation facilities are at a scale appropriate to the number and type of visitors.
Effective Mentor LJMU Mentor Recognition A guide for all staff involved in the LJMU initial teacher training partnership. Name: School: National Standards for School-Based Initial Teacher Training (ITT) Mentors (July, 2016) Preamble A mentor is a suitably experienced teacher who has formal responsibility to work collaboratively within the ITT partnership to help ensure the trainee receives the highest quality training.
Understand the needs of adult learners and managing other adults 1 2 3 4 5 6 7 8 1 2 3 1 2 3 4 Be willing to contribute to Partnership development 1 2 3 4 5 6 7 8 1 2 3 1 2 3 4 Commitment to ensure a secure Documentation & QA procedures environment for trainee to engage in risk taking 1 2 3 4 5 6 7 8 1 2 3 1 2 3 4 Understand how to facilitate trainees self -evaluation and reflection Documentation & QA Procedures 1 2 3 4 5 6 7 8 1 2 3 1 2 3 4
Construct Construct description Numerator Denominator 6 Breastfeeding 33 111 # of infants born during the reporting period who were breastfed for six months Total # of infants who were born during the reporting period and reached 6 months of age 7 Well Child Visits 9 16 # of children in the program who have reached 15 month of age during the reporting period and who have obtained at least five well-child visits before reaching 15 months of age and were enrolled prenatally. Total # of children in the program who have reached 15 months of age during the reporting period and were enrolled into the program prenatally. 8 Maternal Health Insurance Coverage 190 249 # of women and children who have health insurance at 12 months post enrollment (for PAT, HFI, and EHS) or child’s first birthday (for NFP only) Total # of women and children who have been enrolled for 12 months (for PAT, HFI, and EHS) or child’s first birthday (for NFP only). 9 Visits for children to the emergency department from all causes 31 249 # of children who visited the emergency department during the reporting period for care Total # of children who have been enrolled for 12 months (for PAT, HFI, and EHS) or child’s first birthday (for NFP only). 10 Visits for mothers to the emergency department from all causes 21 245 # of women who visited the emergency department by during the reporting period for care. Total # of women in who have been enrolled for at least one year.
Construct Construct description Numerator Denominator 11 Info provided for prevention of child injuries… 256 508 # of adults participating for at least 3 months in home visiting during the reporting period who receive information about safe sleeping, shaken baby syndrome or traumatic brain injury, child passenger safety, poisonings, fire safety (including scalds), water safety (i.e. drowning) and playground safety. Total # of primary guardians 3 months post enrollment 12 Incidence of child injuries requiring medical attention 7 245 # of children with injuries requiring medical treatment during the reporting period. Total # of children participating in home visiting during the reporting period who are at least 12 months post enrollment 13 Reports of Suspected maltreatment for children in the program Data obtained from DCFS. Programs do not track or enter this data 245 # of children participating in home visiting for 12 months who were reported for suspected maltreatment during the reporting period Total # of children participating in home visiting during the reporting period who are at least 12 months post enrollment 14 Reported substantiated maltreatment for children in the program Data obtained from DCFS 245 # of children participating in home visiting for 12 months who were found to be maltreated within 12 months post enrollment Total # of children participating in home visiting for at least 12 months 15 First time victims of maltreatment for children in the program Data obtained from DCFS 245 # of children participating in home visiting who were found for the first time to have been maltreated within 12 months post enrollment Total # of children participating in home visiting for at least 12 months
Cohen, Gerald A., 1993, “Equality of What? On Welfare, Goods, and Capabilities,” in: M. Nussbaum & A. Sen (eds.), The Quality of Life, Oxford: Oxford University Press, pp. 9-29, (21 pages) Sen, Amartya, 1993, “Capability and Well-Being,” in: M. Nussbaum & A. Sen (eds.), The Quality of Life, Oxford: Oxford University Press, pp. 30-53, (24 pages) Health Care and Justice Daniels, Norman, 2013, “Justice and Access to Health Care” (especially §§3-4), in: The Stanford Encyclopedia of Philosophy , Edward N. Zalta (ed.), (26 pages) Albertsen, Andreas, 2014, “Brugerbetaling, ventelister og afgifter: personligt ansvar for egen sundhed?”, Politica, 46.2, pp.135-151, (17 pages) Introduction to the Political Philosophy of the Markets Satz, Debra, 2010, Why Some Things Should Not be for Sale: The Moral Limits of Markets. Oxford: Oxford University Press. Introduction + Chapters 1-2, (71 pages) Herzog, Lisa, 2013, “Markets”, The Stanford Encyclopedia of Philosophy, Edward N. Zalta (ed.), (21 pages) Political Egalitarianism and the Market Satz, Debra, 2010, Why Some Things Should Not Be for Sale. Chapters 3-4, (69 pages) Brennan, Jason F., & Jaworski, Peter, 2016, Markets without Limits: Moral Virtues and Commercial Interests. New York: Routledge. Chapter 3, (10 pages)
Division: Financial Services – Income Job Title: Income Assistant Grade: Scale 4 Post Number: F212 Essential Desirable How assessed Qualifications GCSE Maths and English grade A-C or equivalent Full or part qualified AAT or equivalent App/Doc App/Doc Or Demonstrate experience identified within the sections below App/Int Experience Working with computerised financial accounting systems App/Int General office experience App/Int Experience of computerised accounts receivable systems Experience of credit control/debt recovery procedures App/Int App/Int Skills/Knowledge Excellent PC skills, including working knowledge of Microsoft Word, Excel and Outlook General Office Experience App/Int App/Int High level of numeracy/accuracy App/Int Interpersonal Skills Able to communicate effectively both verbally and in writing Ability to work well as part of a team App/Int App/Int Other requirements Ability to work under pressure and prioritise App/Int
What are the 4 clues/indicators that a chemical change has occurred? Initials:_________ What is a pure substance? What are the two subgroups and how are they different? Initials:_________ Provide an example of a heterogeneous mixture and describe how it is different from a homogeneous mixture. Initials:_________ Provide an example of an extensive AND intensive property and explain your choices Initials:_________ What is a mixture? What are the two subgroups and how are they different? Initials:_________ Draw a material in all three states of matter and describe their particle motion. Initials:_________ What is a physical change? Provide an example. Initials:_________ How can mixtures be separated and how does this compare to separation of pure substances? Initials:_________ Review lab concepts Reflect: What do I need to work on? What steps will I take to understand and apply the concepts better? CCRS for this Unit: Description Secure (S) Developing (D) Beginning (B) Score CCRS #1 How well do you productively Creates and monitors a personal organization plan that sets and prioritizes goals within a timeframe. Creates a personal organization plan to accomplish a task or meet goals by using Implements organization plan to accomplish a task or goal.
Reflect: What do I need to work on? What steps will I take to understand and apply the concepts better? CCRS for this Unit: Description Secure (S) Developing (D) Beginning (B) Score CCRS #1 How well do you productively work towards accomplishing goals? Creates and monitors a personal organization plan that sets and prioritizes goals within a timeframe. Creates a personal organization plan to accomplish a task or meet goals by using available resources and meeting deadlines. Implements organization plan to accomplish a task or goal. CCRS #2 How well do you collaborate with others? Engages in interdependent work with others to solve problems through communication, questioning, and respectful discussion. Engages in work with others to solve problems while working towards developing habits of questioning and respectful discussion. Participates in independent work and ask questions of others. CCRS #3 How well do you utilize feedback for improvement? Initiates communication with others to seek and respond to specific information for growth toward a goal. Responds to specific information for growth toward improving skills. Responds to feedback as a part of task completion. CCRS #4 How well do you demonstrate respect? Initiates interactions with others using language, body language, listening skills, and actions that contribute to a positive learning community. Understands and acknowledges the impact of using language, body language, listening skills, and actions that contribute to a positive learning community. Recognizes the impact of language, body language, listening skills, and action that contribute to a positive learning community. CCRS UNIT REFLECTION: Complete a reflection on your current score recorded for all 4 standards that includes examples of how you have demonstrated or not demonstrated the standard. For all standards record a plan of action (POA) to work towards secure for the standard. **Reflect on the different aspects of class: peer learning activities, class work time, lab time, at home learning, etc…
RECOMMENDED PROGRAM OF STUDY COURSE NUMBER COURSE NAME SEMESTER CREDIT HOURS PRE-REQUISITES NURA 1301 Nurse Aide for Health Care Organizations I 3 NURA 1160 Clinical - Nursing Assistant/Aide 1 HECO 1322 Nutrition and Diet Therapy 3 BIOL 2401 Human Anatomy & Physiology I 4 BIOL 2402 Human Anatomy & Physiology II 4 TOTAL CREDIT HOURS 15 FIRST SEMESTER (Level 1) VNSG 1400 Nursing In Health and Illness I 4 VNSG 1227 Essentials of Medication Administration 2 VNSG 1231 Pharmacology 2 VNSG 1204 Foundations of Nursing 2 VNSG 1261 Clinical - Practice Nurse (LPN) 2 TOTAL CREDIT HOURS 12 SECOND SEMESTER (Level 2) VNSG 1409 Nursing in Health and Illness II 4 BCIS 1305 or ITSC 1401 Business Computer Information Systems or Introduction to Computers 3-4 VNSG 1234 Pediatrics 2 VNSG 1462 Clinical - Practice Nurse (LPN) 4 TOTAL CREDIT HOURS 13-14 THIRD SEMESTER (Level 3) VNSG 2410 Nursing in Health and Illness III 4 VNSG 1230 Maternal - Neonatal Nursing 2 VNSG 1463 Clinical - Practice Nurse (LPN) 4 TOTAL CREDIT HOURS 10 COURSE DESCRIPTIONS NURA 1160 Clinical Nursing Assistant/Aide A health-related work based learning experience that enables the student to apply specialized occupational theory, skills and concepts. Direct supervision is provided by the clinical professional. Co-requisite: NURA 1301 NURA 1301 Nurse Aide for Health Care Organizations I Preparation for entry level nursing assistants to achieve a level of knowledge, skills and abilities
No problem identified Chronic infections Stones Nephrostomy tube Other: Muscular-Skeletal No problem identified Limited range of motion Contractures Foot problems Bone/joint pain Missing limb Ortho devices (prosthetic) Other: Skin No problem identified Dry skin Fragile/tears Bruises easily Rashes/itchy skin Skin allergies Lotions/soaps/linens/sensitivities Open wounds Other: Neurology No problem identified Tremors Seizures Paralysis/paresthesia Other: Pain Management No problem identified Has pain Severity 1 – 10: Describe location, duration, cause: **Please attach a copy of the current signed treatment plan from the facility. Instructions (1) Medical Complexity & Medical Care Needs Nurse assessor ― Place an “X” in the box next to the corresponding descriptor or medical care need required by the worker. ONC ― For this section, select: Basic, Intermediate, or Advanced/Special and mark in the scoring section. (2 ― 4) Activities of Daily Living ― Part A, B, C
N = Never Sedentary Full-Time S = Seldom (1% ― 10%; up to 1 hour) Light Part-Time O = Occasional (11% ― 33%; 1 ― 3 hours) Medium Seasonal F = Frequent (34% ― 66%; 3 ― 6 hours) Heavy Hours Per Day C = Constant (67% ― 100%; Not Restricted) Very Heavy Days Per Week Job Demand Frequency Activity Description % Time N S O F C Sitting Standing Walking Job Demand Frequency & Weight Activity Description N S O F C Lifting Floor ― Waist lbs. lbs. lbs. lbs. Lifting Waist ― Shoulder lbs. lbs. lbs. lbs. Lifting Shoulder ― Overhead lbs. lbs. lbs. lbs. Carry Distance/Surface lbs. lbs. lbs. lbs. Pushing/Pulling Distance/Surface lbs. lbs. lbs. lbs. Job Demand Frequency Activity Description N S O F C Perform Work on Ladders Climb Stairs Twisting at Neck Twisting at Waist Stooping/Bending Squatting/Kneeling Crawling Job Demand (Left/Right/Both) Frequency Activity Description N S O F C Reach Waist to Shoulder Work Above Shoulder Keyboarding Wrist Flexion/Extension Handle/Grasp Forceful Grasp Fine Finger Manipulation Hand Controls Foot Controls Repetitive Motion Vibratory Tasks ― High Vibratory Task ― Low Job Demand Frequency Activity Description N S O F C
Recovering from a haemorrhagic stroke It is quite common for people to experience headaches after any type of bleeding in the brain. This may be due to swelling or changes in the levels of cerebrospinal fluid. The pain tends to lessen over time and can usually be controlled by painkillers such as paracetamol. You should avoid taking aspirin after this type of stroke. Drinking plenty of water and avoiding caffeine and alcohol can help to reduce these headaches. If you have another severe headache or a persistent headache, seek medical attention urgently. Some people report strange sensations in their brain after an SAH, like running water or a tickling feeling on their brain. These are quite common and usually pass in time. Effects of a stroke
rehabilitation. Read online at stroke.org.uk or call the Helpline to ask for printed copies. Other sources of help and information Blood Pressure UK Website: Helpline: 020 7882 6218 Has a wide range of information on high blood pressure, treatments and lifestyle. Brain & Spine Foundation Website: Helpline: 0808 808 1000 Provides detailed information about neurological conditions and risk factors, including subarachnoid haemorrhage and vascular malformations of the brain. Their helpline is staffed by specialist nurses. Brain and Spinal Injury Centre (Basic) Website: Helpline: 0870 750 0000
Past Surgery Type of Surgery Yes No Institution/City Surgery Performed Year(s) of Surgery Knee arthroplasty Coronary angioplasty/stent Excision of disc in the spine Fusion of spine bones (vertebrae) Hip replacement Gall bladder removal Type of Surgery Yes No Institution/City Surgery Performed Year(s) of Surgery Colon removal (partial or total) Hysterectomy Ovaries removed Tubes tied Vasectomy (men) Circumcision (men) Removal of adhesions in abdomen Fracture of hip, thigh, lower leg bones Coronary artery bypass graft (CABG) Organ transplant Specify organ: List Other Surgeries:
PRESENT OR MOST RECENT EMPLOYMENT Employer’s name and address: Date started: Salary: Date left: Employer’s business: Position held: Reason for leaving if no longer serving: Description of duties: Employer’s name and address: Date started: Salary: Date left: Employer’s business (if not NHS): Position held: Reason for leaving if no longer serving: Description of duties: Employer’s name and address: Date started: Salary: Date left: Employer’s business (if not NHS): Position held: Reason for leaving if no longer serving: Description of duties: EMPLOYMENT GAPS If you have any gaps within your employment history, please state the reasons for the gaps below with corresponding dates. Any periods where you have been in education to be noted as “N/A – in secondary education or in full-time further education.” (Include additional pages as required with this form) Dates Reason for leaving
Offers information for people with all kinds of disabilities and mobility issues about accessible holiday accommodation, attractions and activities in the UK. Disabled Travel Advice Website: Offering advice on all aspects of traveling with a disability. European Health Insurance Card (EHIC) applications Website: www.ehic.org.uk Tel: 0300 300 1350 You can apply for an EHIC online or by phone. You can also download a form from the website to complete by hand and post to the NHS Business Services Authority. Holidays for all Website: Tel: 0845 124 9971 This is a consortium of accessible holiday providers. The website has details of a variety of accessible holiday options with links to individual providers, or you can call to request a brochure.
EMPLOYEE DETAILS FORM (This information is collected for HR purposes only and will be stored under secure conditions. It will not be distributed without the consent of the employee.) New Amendment Personal Details Title Mr / Mrs / Miss / Ms / Other: Surname First Name Other Name(s) (if applicable) Address Suburb State Is this different from your postal address? Y / N If yes, please specify postal address below… Postal Address Suburb State Date of birth Place of Birth (i.e. suburb and state) Gender M / F Marital Status Contact Details Mobile Number Home Number ( ) Personal Email Salary Banking Details If you have any split accounts or individual salary packaging requirements, please notify the HR Support Officer. Account Name BSB Number Account Number Bank Name Superannuation Details Please attach a copy of your super member details. Super Fund Member Number Are there any medical conditions* you wish to disclose? *optional Y / N Additional comments: Home congregation Emergency Contact / Next of Kin Name Relationship DOB Contact Details Mobile Number Work Number ( ) Is this person your Next of Kin? Y / N Name
Imaging Services Accreditation Scheme (ISAS) Application Form For all organisations applying for UKAS’ services NOTES ON COMPLETION OF THIS FORM The Applicant customer must complete, sign and submit all application information within the application pack. This includes: ISAS Application Form UKAS Agreement UKAS Terms & Conditions of Business for ISAS Customers ISAS Project Plan Payment of UKAS application fee Postal Address for applications: Imaging Customer Service, UKAS, 2 Pine Trees, Chertsey Lane, Staines upon Thames, Middlesex, TW18 3HR
CM’s estimate. – CONFORMS / NONCONFORMS WLAN Predictive Analysis Survey indicating Protocol, Through-put and Client Density for 2.4 GHz and 5.0 GHz. – CONFORMS / NONCONFORMS CD PHASE SUBMISSION Detailed CM’s estimate. – CONFORMS / NONCONFORMS Detailed floor plans indicating the locations of all technology devices throughout the building, including, but not limited: Rack/cabinet layouts, wall-fields, layer-3 network switches, routers, transceivers, PBX, servers, security system, digital media management equipment, monitors, DVD players, patch panels, cross-connects, etc. – CONFORMS / NONCONFORMS Detailed connectivity codes for each type of communication outlet to be installed. – CONFORMS / NONCONFORMS Detailed riser diagrams of all technology systems. – CONFORMS / NONCONFORMS Detailed specifications including acceptable manufacturers. – CONFORMS / NONCONFORMS Detailed engineering of any outside plant and inter-building work to be performed. – CONFORMS / NONCONFORMS Detailed schematics of all technology showing the integration of all Technology systems. Schematics should include: component type, connecting cable type, transmission speed, circuit type, inter-/intra building connections, uplink connections, etc. – CONFORMS / NONCONFORMS Schematics shall show physical/logical connection between all integrated technology systems. – CONFORMS / NONCONFORMS Detailed floor plans indicating the locations of all technology outlets throughout the building, including, but not limited to: data, voice, video, sound, paging, security, speakers, access control, and wireless. – CONFORMS / NONCONFORMS System Training Requirements . – CONFORMS / NONCONFORMS Areas of concentrated technology equipment and telecommunication rooms, in particular, shall be enlarged from basic floor plan to not less than ¼” = 1’-0”. – CONFORMS / NONCONFORMS Sheet notes shall be applicable to each sheet standard notes and details shall be modified to specific conditions, non-applicable notes or details shall be deleted. – CONFORMS / NONCONFORMS Provide scalable rack and wall-field details that indicate equipment locations and wire management. – CONFORMS / NONCONFORMS UPDATED WLAN Predictive Analysis Survey indicating Protocol, Through-put and Client Density for 2.4 GHz and 5.0 GHz. – CONFORMS / NONCONFORMS
ANNUAL TURNOVER FOR THE LAST THREE YEARS Sl. No. Financial Year Total contract amount received in Rs. IT Certificate enclosed Yes/No Audited Balance sheet copy enclosed Yes / No Remarks 1. 2015-2016 2. 2016-2017 3. 2017-2018 SIGNATURE & SEAL OF APPLICANT
many α-particles undeflected many α-particles deflected by very small amounts a few α-particles deflected by angles > 90o a few α-particles deflected bounced back Rutherford backscattering (RBS) Conclude +ve charge of atom concentrated at tiny core mass of atom concentrated at tiny core rest of atom almost empty Analysis nuclear radius ~ 10-14 m nuclear density ~ 1017 kg/m3 Problem with nuclear model: what holds protons together in nucleus? where are the electrons? what gives solids their structure? 3. Atomic spectra light emitted from excited gas comprises a discrete line spectrum each element has its own characteristic spectrum Hydrogen spectrum: described exactly by Rydberg-Ritz formula
Higher fraction of K.E. converted into new particles VII The quark model of particle physics (i) The eightfold way Hundreds of new particles Similar to hundreds of new elements Periodic Table: repeated patterns → elements are composed of atoms (protons etc) Does a similar pattern exist for elementary particles? Gellmann (1961): arranged particles into patterns using group theory The eightfold way Predicts new particle (Ω-): S = -3: Q = -1: mass =1680 MeV/c2 Detected 1963 (ii) The quark model Gellmann and Zweig (1964): particles contain more fundamental units? quarks: up, down strange
December 18, 2015 Early Dismissal Dec. 21, 2015 –Jan. 1, 2016 Winter Break – School Closed School Resumes Jan. 4, 2016 Jan. 18, 2016 Martin Luther King, Jr.’s Birthday -School Closed Jan. 19, 2016 Pupil Free Day February 8, 2016 Lincoln’s Day – School Closed February 15, 2016 Washington’s Day – School Closed March 28-April 1, 2016 Spring Break – School Closed School resumes April 4, 2016 April 21 and 22, 2016 Parent Teacher Conferences - Early Dismissal May 30, 2016 Memorial Day – School Closed June 8, 2016 Full Day 3:15 Dismissal (2:55 for TK) June 10, 2016 Last Day of School –Early Dismissal SCHOOL HOURS MONDAYS, TUESDAYS, THURSDAYS, AND FRIDAYS Kindergarten – 5th grade 8:45 a.m. – 3:15 p.m. Transitional Kindergarten 8:25 a.m. – 2:55 p.m. WEDNESDAYS Kindergarten – 5th grade 8:45 a.m. – 1:45 p.m. Transitional Kindergarten 8:25 a.m. – 1:25 p.m. SCHOOL ARRIVAL AND DEPARTURE BEFORE SCHOOL: In the morning, supervision is provided on the playground beginning at 8:25 a.m. Students should not be dropped off earlier than 8:20 a.m. unless they are eating breakfast in the cafeteria. Breakfast is served from 8:00 am – 8:30 am. Students are expected to
Mission Mountain Food Enterprise Center Located directly in the heart of Ronan, Montana, Mission Mountain Food Enterprise Center (MMFEC), a division of Lake County Community Development Corporation, is a fully functioning food processing research and development facility. The food processing facility is inspected by the United States Department of Agriculture (USDA), United States Food and Drug Administration (FDA), and Montana Department of Agriculture Organic Program. Since 2009 MMFEC has served as western Montana’s Food and Agriculture Development Center in the Montana Department of Agriculture’s Food and Agriculture Development Network. Mission Mountain Food Enterprise Center's Farm-to-Institution program connects local food service establishments to Montana producers and processors to expand market opportunities for Montana businesses. MMFEC works to increase access to healthy, local food by filling the processing gap for local fruits and vegetables and developing value-added products that make it easier for institutions to serve local foods. Western Montana Growers Cooperative The Western Montana Growers Cooperative (WMGC) is a coalition of growers in the Flathead, Jocko, Mission and Bitterroot Valleys whose goal is to provide the market in our region with fresh, quality products from our farms. To reach that goal, the cooperative provides a wholesale marketing and delivery service for its members. We strive to improve the "local food system" of our area by enhancing the sustainability of local farms and contributing to local economic growth, while reducing the demand of produce traveling long distances. By providing marketing and delivery, WMGC allows the farmer members to concentrate on producing great local food while making it more accessible to buyers. Our customers have access to all of our farms with one sales transaction and one delivery. Goods from farmers come to a central warehouse at the end of the sales day. The truck is loaded and deliveries are made the next day – twice a week, year around for most locations – ensuring fresh produce and convenient service for our customers. How We Work Together The farmers of WMGC grow the food; WMGC handles sales, aggregation and distribution; and MMFEC processes into more usable forms of foods. Our collaboration allows for more efficient and cost-effective processing of local foods. This means schools have access to local produce outside the peak summer growing season, reduced labor demands for processing whole produce, and more competitive pricing to meet budgetary requirements.