zilongwang/ReadingBank huggingface dataset:
Problem solving Identifies and proposes workable solutions to problems, implements solutions, and evaluates their effectiveness, adjusting actions as required. Initiative Looks for ways to work more dynamically and seizes opportunities, taking responsibility for own actions and encouraging others to show initiative. Communications skills Facilitates an effective and open flow of communication in both oral and written forms and provides informed, meaningful and clear messages when communicating with staff and stakeholders. Project management Effectively manages projects, monitors performance and appropriately manages risks and issues. No more than 500 words is required Review the Areas of Interest form and identify up to three focus areas you might be interested in working in: Research, Analysis and Evaluation Policy Development and Implementation Program and Project Management Business Analysis Risk and Assurance Quality Assurance, Compliance and Regulation Finance Human Resources Information Technology Communications and Marketing Infrastructure Procurement Manager (your Principal or SEIL) details Please note: Managers may be contacted as part of the shortlisting process to provide a reference. Line manager name: Position: Phone number: Email:
Total Indigenous population by local government area, Victoria and Melbourne, 2006 Indigenous population TOP 10 REGIONAL LGAs Indigenous population TOP 10 LGAs 1 Casey 1,165 2 Darebin 1,108 3 Hume 896 4 Yarra Ranges 846 5 Whittlesea 843 6 Frankston 750 7 Wyndham 707 8 Mornington Peninsula 635 9 Moreland 627 10 Brimbank 570 3 5 9 2 10 4 Mildura 7 3 6 1 8 9 Bendigo 5 10Wodonga Shepparton Wangaratta 1 7 Ballarat MELBOURNE 4 Bairnsdale Portland Warnambool 2 Geelong Traralgon 6 Total Indigenous persons by LGA 500 – 1,820 200 – 500 0 – 200 Source: Australian Bureau of Statistics Census of Population and Housing 2006, Persons, Place of Usual Residence, Local Government Area (LGA), by Indigenous status.
2 8 May 3 15 May 4 22 May 5 29 May 6 5 Jun 7 12 Jun 8 19 Jun 9 26 Jun 10 3 Jul Break 10 Jul 17 Jul Term 3 Week Week begin. Unit and Topic Subtopic Criteria Addressed Criteria Assessed 1 24 Jul 2 31 Jul 3 7 Aug 4 14 Aug 5 21 Aug
4.4 How has your center determined the best plan for the initial training and education of bedside ECLS specialists? Review the ELSO Guidelines. How is your plan based on the core requirements listed in the ELSO guidelines? How are learning and development needs identified and translated into your plan? Have you incorporated new techniques recently? How do you ensure that all members are oriented and competent to provide safe care to patients? How are orientation tailored for individual needs? Do you incorporate evaluated feedback into future training plans? How do you assess a new ECLS Specialists’ competency? Is the written test comprehensive? Is an oral or performance test required? What is the passing score? Is a review process to assess the effectiveness of such a competency evaluation? If your team is perfusion based, how do you assess competency for the specific skill set of ECLS? Review What are your educational requirements? How do you Achieve the Criteria? (Who will answer this question?) Plan Are you Meeting your Goals? (Describe barriers, opportunities, successes if applicable) Criteria Do you Meet Criteria? 4.5 How has your center determined the best plan for the continuing education of bedside ECLS specialists? Review the ELSO guidelines. How is your plan based on the core requirements listed in the ELSO guidelines? How are learning and development needs identified and translated into your plan? Have you incorporated new techniques recently? How do you ensure that all staff members are competent to provide safe care to patients? How do your ECLS meetings meet your educational goals? How have you incorporated water drills or simulations into the continuing education? Do you have a mechanism to evaluate annual education needs and do you incorporate feedback into future education plans? Do you maintain attendance and educational records for review? What are the attendance requirements? Can you detail the journey of a specific ECLS Specialist from initial education through their annual education requirements for several years?
Review What are your educational requirements? How do you Achieve the Criteria? (Who will answer this question?) Plan Are you Meeting your Goals? (Describe barriers, opportunities, successes if applicable) PDSA Worksheet for Testing Change Plan What do you want to improve? What is the root cause of your problem? Tools for this phase: 5 Whys Cause and Effect Diagram Map your process Do Generate solutions, choose one to test, perform a pilot study. goal may require multiple smaller tests of change Describe your (or next) test of change: Person responsible When to be done Where to be done List the tasks needed to set up this test of change Team Members
Attachment B: The Scope and Sequence of Career Competencies in Pathways Planning AREA A: PERSONAL MANAGEMENT The competencies highlighted in the yellow refer to the 5-6 Plan, green refers to the Pathways Plan (7-10) and blue refers to the 11-12 Plan. CAREER COMPETENCIES I 5-6 Plan II Pathways Plan PHASE III 11-12 Plan PHASE IV 1. Build and maintain a positive self-image 1.1 Build a positive self-image while discovering its influence on self and others 1.2 Build a positive self-image and understand its influence on life and work 1.3 Develop abilities to maintain a positive self-image 1.4 Improve on abilities to maintain a positive self concept 2. Interact positively and effectively with others 2.1 Develop abilities for building positive relationships in life 2.2 Develop additional abilities for building positive relationships in life 2.3 Develop abilities for building positive relationships in life and work 2.4 Improve abilities for building positive relationships in life and work 3. Change and grow throughout life 3.1 Discover that change and growth are part of life 3.2 to respond to change and growth 3.3 Learn to respond to change that effects your well being. 3.4 Develop strategies for responding positively to life and work changes AREA B: LEARNING AND WORK EXPLORATION CAREER COMPETENCIES PHASE I 5-6 Plan PHASE II Pathways Plan PHASE III 11-12 Plan PHASE IV 4. Participate in life-long learning supportive of career goals 4.1 Discover life-long learning and its contribution to life and work 4.2 Link life-long learning to personal career aspirations 4.3 Link life-long learning to the career building process 4.4 Participate in continuous learning supportive of career goals 5. Locate and effectively use career information 5.1 Discover the nature of career information 5.2 Locate and use career information. 5.3 Locate and evaluate a range of career information 5.4 Use career information effectively in the management of your career 6. Understand the relationship between work, society and the economy 6.1 Discover how work contributes to individuals’ lives 6.2 Understand how work contributes to the community 6.2 Understand how work contributes to the community 6.3 Understand how societal needs and economic conditions influence the nature and structure of work 6.4 Understand how societal needs and economic conditions influence the nature and structure of work
All courses in this column must be taken at Trinity* First Year Experience Approaches to Creation and Analysis Humanities (3+ credit hours) Creative Expression (3+ credit hours) Social and Behavioral Sciences (3+ credit hours) Natural Sciences (3+ credit hours) Quantitative Reasoning (3+ credit hours) Interdisciplinary Cluster Title: 3 courses (9+ credit from three different departments The 8 courses above were all taken at Trinity and come from at least 7 subjects Core Capacities The following courses may also count for Approaches to Creation and Analysis, the Interdisciplinary Cluster or a student’s major Written Communication (WC) (2 courses, 1 upper division) Oral and Visual Communication (OVC) (2 courses) Digital Literacy (DL) (1 course) Foreign Language (FL) (by exam, or 1 course at the intermediate level) Global Awareness (GA) (1 course) Understanding Diversity (UD) (1 course) Fitness Education (1 course)
4.2 Does your center require annual continuing education for physicians who provide ECLS care? What type of education is required? List everything MDs attend – such as meetings, inservices, patient care minimums, prior experience, etc. Is this effective? Has this been reviewed recently and have changes been implemented? Be prepared to list everything MDs attend – such as meetings, patient care minimums, prior experience, etc. and whether it is effective. Review What are your educational requirements? How do you Achieve the Criteria? (Who will answer this question?) Plan Are you Meeting your Goals? (Describe barriers, opportunities, successes if applicable) Criteria Do you Meet Criteria? 4.3 Does your center require annual continuing education for advanced care practitioners or physician assistants who deliver ECLS care? Is this satisfactory for your patients? For your staff? Has this been reviewed recently and have changes been implemented? Be prepared to describe all types of education is required. Review What are your educational requirements? How do you Achieve the Criteria? (Who will answer this question?) Plan Are you Meeting your Goals? (Describe barriers, opportunities, successes if applicable) Criteria Do you Meet Criteria?
APPENDIX A REQUIREMENTS I. APPLICATION OVERVIEW OBJECTIVES The goal of the Pathways Web project is to a new section of Virginia Tech’s Pathways website (Virginia Tech. "Pathways Pilot Courses", 2014) in order to showcase pilot courses. This will also involve producing additional text, audio, and video content for a number of courses. BUSINESS PROCESS Currently, Virginia Tech students often rely upon unofficial websites like Koofers when choosing their Curriculum for Liberal Education (CLE) courses. CLE courses are elective courses taken by Virginia Tech students in order to provide a more well-rounded education. The new Pathways system and its accompanying website will change how students learn about and choose their courses. As an alternative to the current CLE approach of choosing unrelated courses, the Pathways system aims to guide students through a “path” of meaningful and related courses. The Pathways website describes the system as “a vibrant, flexible, and innovative general education program, that provides a coherent and meaningful learning experience and allows students to integrate the learning for use throughout their lifetimes.” (Virginia Tech, "About Pathways", 2015) USER ROLES Client Team: - Jenna Haynes – Story Coordinator - Najla Mouchrek – Web and Graphics Design Lead - Stephen Biscotte – Overall Project Lead Student Team: - Christopher Deisher – Fieldwork (photos, footage, and quote collection) - Christopher Rocconi – Fieldwork (photos, footage, and quote collection) - Erin Gaughan – Student Web Development Lead - Jordan White – Video Production Lead, Assistant Web Developer
Storyboard Pathways Logo + Course Info 5s Professor on white background explaining the course 5-7s In class B-Roll 2-5s In class B-Roll 2-5s Back to professor 2-5s B-Roll 2-5s Professor of explanation) 5-7s B-Roll of class work or project 2-5s Student 1 talking about a project 7s B-Roll of student 1 working on a project 2-5s B-Roll of another student 2-5s Student 2 answering question: “How was this different?” 5-7s B-Roll (ideally pertaining to the question) 2-5s B-Roll 2-5s Final wider shots of the classroom / professor teaching 2-5s Virginia Tech outro 3s Table A1: After brainstorming, we came up with this storyboard for the video which gives an idea of the shots needed. The sequence is by row left to right, then rows top to bottom.
EAS Environmental Geology FIQWS 10011 Scientific World (taken in the 1st semester of study) MED 10000 Introduction to Drug Abuse and Addiction US Experience in its Diversity (US) recommended in the 1st or 2nd semester of ENGL American Literature FIQWS 10015 FIQWS U.S. Experience in its Diversity (taken in the 1st semester of study) PHIL 14200 Race, Gender, and Philosophy PSC 10100 American Government and Politics USSO 10100 US Society HIST The United States: From Its Origins to 1877 HIST 24100 The United States since 1865 CLAS College Option Logical-Philosophical Courses recommended in the 4th semester of PHIL Intro to Philosophy PHIL 11250 (13000) Scientia: the Unity of Knowledge PHIL 20100 Logical Reasoning PHIL Philosophy of Science Fiction PHIL 30001 Rational Animal (Honors Students Only) PHIL 30500 History of Philosophy I: Ancient Philosophy PHIL 30800 Ethics PHIL Philosophy of Science PHIL 33700 Decision Theory PHIL Applied Ethics PHIL Bioethics 10045 FIQWS Philosophy (taken in the 1st semester of study) PSC 12400 Political Ideas and Issues OTHER Pathways Courses, recommended for particular majors only Required (Fixed) Core English Composition I (EC) IAS 10000 Core Humanities I (CWE students only) English Composition II (EC) ART 21000 Writing About Art (recommended for Art majors) MUS 21000 Writing about Music (recommended for Music majors) ENGL Introduction to Literary Study (recommended for English majors) IAS 10100 Core Humanities II (CWE students only) Math and Quantitative Reasoning (MQR), varies by degree, consult advisor ECO 20150 (29000) Principles of Statistics (recommended for Economics majors) MATH 17300 Introduction to Probability and Statistics MATH 17700 Biostatistics MATH 18000 Quantitative Reasoning MATH 18500 Ideas in Mathematics MATH 19000 College Algebra and Trigonometry MATH 19500 Precalculus MATH 20100 Calculus I MATH Calculus II
knowledgeable backup person in case your primary person is unable or unavailable. Grants.gov encourages all applicants to register early, submit early, and verify your submission. We have a grants.gov submission procedures and tips for applicants that has information on registration, browser support, and information about the type of PDF files that must be uploaded is important. Again, the electronic application that you must submit has several components. The application instructions that you will download from grants.gov repeats a good deal of information from the Federal Register Notice, but also includes important information and instructions about what should be included in each part of the application. Applications should be organized in the manner described in the economic application submission checklist that you'll find in the application package. Please note the suggested 35 page limit set forth in the Federal Register for the project narrative. Also, the recommendation that you organize your project narrative according to the selection criteria and make explicit connections to the absolute priority and requirements. It's important to provide enough information in your budget narrative to justify your budget expenditures. Per reviewers will also consider the budget information you provide. The application package instructions for the budget narrative include several specific instructions that will assist you as you work through your budget, including instructions for personnel costs. These are the documents the applicants will need in order to submit an application. We have talked at length today about the Federal Register notice and went quickly through the application and instructions. Regarding
Dimension 1: Degree of Agency deployed Agency- Deliberation Universal Deliberative Solidarity Active solidarity 2: Types of Solidarity, Main Characteristics, and Their Expected Effects Type of Solidarity Approach to Solidarity Organizational Persistence Political Impact Active Solidarity Deliberative, Diversity and Power Explicitly and Intentionally Recognized and Countered Longer Greater impact on public agendas and discourse Drive-by Solidarity Not-deliberative; Diversity may be recognized in coalitional structure. Movement identities undergirding cooperation remain thin and transitive Short-term cooperation Possible indirect impacts through movement transformation as a result of cooperation; Little direct impact on public agendas and discourse Pop-up Solidarity Not-deliberative; Diversity not foregrounded in movement discourse and strategy; Movement identities undergirding cooperation remain thin and transitory Short-term cooperation Possible short-term policy goals achieved. No deeper transformation of public agenda and discourse Universal Deliberation No group-specific discourse about countering power; Deliberative. Long-term goals, but not sustainable in the long term Possible short-term goals achieved. No deeper transformation of public agenda and discourse different models of solidarity are distinguishable from extant notions of solidarity, both practical and theoretical. Applying the Framework: The Illustrative Cases
A. Appleby and A. McGee Jno McKilven and P. Graham Mr. Daveis and Miss Jones Jas. Walker and Walker A. McGee and Matty Appleby A. Widney and Ruth J. Parsons and Miss Jeffries C. Pomeroy and Molly Holliday R. McNeil and Campbell R. Clymans and B. Morrow Michael Pases and R. Hudson Jas. Sweney and M. Cluggage T. Alexander and Susanna Elder Jas. Gamble and Ann Cree 1808 R. Lauthers and Sally Lauthers Geo. Ramsey and Jane Gallagher R. Ramsey and E. Walker R. Jeffires and M. McNeil Saml. Fleming and Betsy Kennedy 1809 Matthew and Isabel Fleming Jno. Brown and Betsy Connor J. Appleby and Molly Moreland Jno. and Sally Harmoni D. Ferguson and P. McKibbin J. McKibbin and E. nelson Mr. Lauthers and Miss McConnil Mr. Bradly and Miss Alexander J. Alexander and Morrison G. Cove R. Morrown and A. Irwin J. Connor and P. Morrow H. Gordon and Barclay J. Harper and P. Appleby J. Swan and B. McConnil J. Reynolds and J. McMullen 1810 W. Harvey and Mrs. Palmer Danl. Dunkle and P. Din. Geo. Witter and Miss Pelts S. Witherow and R. Markey Jos. Andrews and Jane Paul Mr. Dechert and Miss Lee J. and Polly Phetty Thomas Scott and Miss Baker H. Winneman and P. Crossin J. Daugherty and McElroyís daughter 1811 W. Shetler and Mary Coons J. Ford and Miss Harper C. McGinley and P. Alexander J. Shetter and P. Hammon S. Ross and R. Childerstone
Early Years Planning and Review Meeting. Pathway 2 Referral Form. Name Date of Birth Child’s Home Address Male/Female Ethnic origin Home language Is child/young person Looked After? Yes / No If Yes – which Local Authority Name of or Person(s) with Parental Home Address (If different from above) Relationship Telephone Email Name of any other Parent(s)/Carer(s) or Person(s) with Parental Responsibility Home Address (If different from above) Relationship Name of pre-school setting/childminder Address and contact number Name of contact (keyworker/INCO) Name of person making referral Professional title Contact details Date and title of supporting report provided. Summary of child’s needs (please consider the Referral Criteria for Pathway 2 when completing this section):
QUIZZIZ (SF/Shadows) join.quizziz.com and take one of the following quiz based on your results. Novice: Similar Figures 080231 Apprentice: Scale Factor 989441 Practitioner: Circles 770951 Expert: Circumference and Area 785944 Students will receive credit once they get an 80% on their quizziz. You may take the quiz as many times as you would like. Attach any work to this sheet. Teacher unavailable? Take a screenshot! Teacher Initial: ____ Vocabulary: Create It Vocab: Choose one below Using the following vocab words, choose one of the following: Similar Figures Scale Factor Congruent Angles Complementary Angles Supplementary Angles Vertical Angles Adjacent Angles Vertex (Vertices) Radius Chord Diameter Pi Circumference Word squares for each word on index cards Create a vocab quiz on paper with answer key with a minimum of 13 questions Make a Google Slides Presentation of each word (include picture, definition, and a sentence for each word) Create a Kahoot game for the class to play with a minimum of 13 questions When complete, show your completed product to your teacher. Teacher Initial: ____ Parent Signature: __________________________________________________________________________________
Relationship / Role: Name Address Tel No GP Practice DENTIST OPTICIANS HOUSING OFFICER (If Applicable) EMERGENCY CONTACT Relationship: Checklist YES NO Does YP have a copy? Is a copy saved on case file? Brief commentary / details (if appropriate) Birth Certificate Bank Account National Insurance Number NHS Medical Number/Card Passport / Travel Document Home Office Number Driving Licence Current CV Has Young Person been provided with a signed copy of their updated Pathway Plan?
The Standardized Error Coefficients Standardized Results for Variances of Exogenous Variables Variable Type Variable Parameter Estimate Standard Error t Value Error E1 V1 0.40058 0.08075 4.96056 E2 V2 0.65770 0.10019 6.56441 Standardized Coefficients Exogenous Variables Standardized Results for Covariances Among Exogenous Variables Var1 Var2 Parameter Estimate Standard Error t Value SubNorm Attitude _Add4 0.47200 0.10118 4.66473 PBC Attitude _Add5 0.66500 0.07262 9.15775 PBC SubNorm _Add6 0.50500 0.09699 5.20686 Standardized Direct, Indirect, and Total Effects Standardized Direct Effects Effect / Std Error / t Value / p Value Intent Attitude PBC SubNorm Behavior Intent Standardized Indirect Effects Effect / Std Error / t Value / p Value Intent Attitude PBC SubNorm Behavior
Yes No Veteran’s Administration (VA) Medical Services Yes No Employer-Provided Health Insurance Yes No Health Insurance obtained through COBRA Yes No State Health Insurance for Adults Yes No Private Pay Health Insurance Do you have a disability of long duration? Yes No Client Doesn’t Know Client Refused Data Not Collected Disability Type Expected to be of long-continued and indefinite duration and substantially impairs ability to live independently Documentation of the disability and severity on file? Currently Receiving Treatment or Services? Physical Yes No Client Doesn’t Know Client Refused Yes No Client Doesn’t Know Client Refused  Yes No  Yes No Developmental Yes No Client Doesn’t Know Client Refused Yes No Client Doesn’t Know Client Refused  Yes No  Yes No Chronic Health Condition Yes No Client Doesn’t Know Client Refused Yes No Client Doesn’t Know Client Refused  Yes No  Yes No HIV/AIDS Yes No Client Doesn’t Know Client Refused Yes No Client Doesn’t Know Client Refused  Yes No  Yes No Mental Health Problem Yes No Client Doesn’t Know Client Refused Yes No Client Doesn’t Know Client Refused  Yes No  Yes No Alcohol Abuse Yes No Client Doesn’t Know Client Refused Yes No Client Doesn’t Know Client Refused  Yes No  Yes No Drug Abuse Yes No Client Doesn’t Know Client Refused Yes No Client Know Client Refused  Yes No  Yes No Both Alcohol and Drug Abuse Yes No Client Know Client Refused Yes No Client Doesn’t Know Client Refused  Yes No  Yes No Contact: Date of Contact Time of Contact Location Zip Code of Contact Location _____/_____/_______ _____________ AM PM  Place not meant for habitation  Service setting, non-residential  Service setting, residential _____________________  Place not meant for habitation
priority designation: H – High M – Moderate L - Low Neck Neck inspection, palpation, and auscultation) Identified concept with priority designation: H – High M – Moderate L - Low a) Swollen glands ROM: b) Goiter Enlarged lymph nodes: (preauricular, postauricular occipital, submental, submandibular, anterior cervical chain, posterior cervical chain tonsilar) c) Stiffness d) ROM Trachea: Carotid bruits: Thyroid: e) Pain Comments: f) Comments Describe the normal developmental changes in this age patient according to assessment book (referenced): Breasts Concept -Cellular Deviation Breasts, Regional Nodes (inspection, palpation) a) Pain Color: Size: Contour: Vascularity: b) Tenderness Discharge: nodes: Supraclavicular: c) Discharge Infraclavicular Axillary: d) Comments e) Change in size f) Dimpling Describe the normal developmental changes found in this age patient according to assessment book (referenced): g) Practices BSE? h) Last Mammogram i) Comments
Genitourinary System Concept: Elimination Genitourinary Concept: Elimination (inspection) a) Usual elimination pattern Clarity: Odor: b) Incontinence Continent: Incontinent: Continous: Occasional: c) Dysuria Stress Incontinence: Catheter Suprapubic Condom d) Frequency e) Hesitancy Genitalia (Inspection) Female (note: may be deferred): f) Urgency Pubic hair distribution: Skin / condition: g) Dribbling External structures: mons pubis: Perineum: h) Nocturia Vaginal introitus: Clitoris: Urethrral meatus: CVA tenderness: i) Polyuria Discharge: Color: Odor: Other: j) Bed wetting Male: (note: may be deferred): k) Suprapubic pain Pubic hair distribution: Scrotum: l) Change in urine color Urethral meatus: Discharge: Odor: m) Urethral discharge Other: n) History of UTI’s Comments: o) History of STD’s p) Comments Describe the normal developmental changes for this age patient according to assessment book (referenced): For females Concept - Reproduction a) Last menstrual period b) Hormone replacement therapy
To help our doctors and clinicians do their best for you, they need your help. Please show your support by following these simple guidelines. Please your doctor and their staff as you would expect to be treated by them – with politeness and respect. Please think twice before calling a doctor to your home – is a visit really necessary? Please do not expect a prescription every time you visit the surgery – good advice is often the best treatment. Please request your repeat prescription in good time, this will help delays. Please remember that doctors are only – they cannot solve all your problems and some illnesses cannot be cured. Please remember you can find basic health information from other sources such as your local pharmacist, our website and NHS Direct If you do have a genuine complaint, please contact the Practice Manager who will endeavour to solve any issues as quickly as possible. Please cancel appointments that you cannot attend or no longer need – somebody else is always waiting Thank you for helping your surgery to provide a better service. Patient Participation Awarded Patient Group of the Year 2012 by the National Association for Patient Participation Our patient Participation Group is a small group of patients invited to work on your behalf to ensure improved communication between patients and the Practice. A platform for your questions & suggestions Formed in May 2010, the Patient Participation is a platform for your questions and suggestions. They meet once a month and are involved in a range of activities such as conducting surveys, planning and helping out at events, distribution of the practice newsletter, publicity and liaising with the practice regarding matters of change.
Independent help and support ICAS, the Independent complaints Advocacy Service can also offer you independent help and advice in making a complaint. The telephone number to contact is: 0300 456 8349 The Wilsden Medical Practice Patient Information Booklet If you like a copy of the information in this booklet please ask at reception. Thank you.
Wednesday 16th May – Patient Care Q4 – Allergy and Intolerance meeting Co-Chairs: Stephen Chu, Hugh Leslie, Elaine Ayres Scribe: Hugh Leslie Name Organization E-mail Present on 5/16/2012 Elaine Academy of Nutrition and Dietetics/NIH eayres@nih.gov X Andre Boudreau Boroan, Canada a.boudreau@boroan.ca Stephen Chu NEHTA Stephen.Chu@nehta.gov.au X Kevin Coonan kevin.coonan@gmail.com X Margaret Dittloff Academy of Nutrition and mkd@cbord.com X Jean Duteau Gordon Point Informatics jean.duteau@gpinformatics.com X Adel Ghlamallah Canada Health Infoway aghlamallah@infoway.ca Maggie Gilligan Academy of Nutrition and Dietetics mmgilligan@gmail.com Bill Gregory Patient Safety Nick Halsey European Medicines Agency Nick.halsey@ema.europa.eu X Harrison McKesson Kai Heitmann HL7 Germany HL7@kheitmann.de William Hess FDA X – by phone Wendy Huang Canada Infoway whuang@infoway.ca Steve Hufnagel US DOD Stephen.Hufnage.ctrl@tma.osd.mil Gaby Jewell Cerner gjewell@cerner.com X Tom de Jong HL7 Netherlands tom@nova-pro.nl Hugh Leslie Ocean Informatics, Australia Hugh.leslie@oceaninformatics.com X Russell Leftwich Office of eHealth Initiatives, Tennessee [Russell.Leftwich@tn.gov] X – by phone Ben Loy Masaharu Obayashi HL7 Japan obayashi@metacube.jp Richard Sakakura 'richard.sakakura@stjoe.org' Carolyn Silzle Academy of Nutrition and Dietetics
Insomnia Results of Insomnia What Leads to Insomnia What maintains insomnia? Physiological arousal Worrisome thinking Anxiety Depression Family conflict Work problems Loss of motivation Acute stress Personal loss (death, separation, divorce, etc) Medical problems Work problems Family problems Irregular sleep schedule Inaccurate thoughts about sleep Sleeping pills about duration of sleep Daytime napping Excess time in bed Performance anxiety Medications for health problems
Path Rating Process – Phase 3 Active Projects Active Phase 3 Path Rating projects as defined in the document. 08-03-13 Arizona Public Service (APS) N Hassayampa – N. Gila #2 Transmission Project (Path 49) 06-01- 08-03-13 N By email this date With the addition of the HANG2 project, APS is anticipating increasing the Path 49 non-simultaneous rating as well as increasing the load serving capability of the Yuma area. Also, APS will be working with the sponsors of the N. Gila-Imperial Valley #2 500 kV project to determine a new Path 49 rating. To date, APS does not have a proposed rating for the HANG2 project but it is anticipated to be between 600-700 MW without the N. Gila-Imperial Valley #2 500 kV project and approximately twice that with the project. The anticipated in-service date for the HANG2 project is June 1, 2015. With the submittal of this letter, Arizona Public Service will a Comprehensive Progress Report study in support of the new rating. 10-16-13 S By email this date the HANG2 project has requested phase 2 status and distributed the comprehensive progress report. Comments and requests to be part of the project review group are due December 17, 2013. 12-18-13 N By email this date WECC staff were notified that no comments objecting to the project advancing to Phase 2 were received during the 60-day comment period. APS requested that the project be moved to Phase 2 status. 01-23-2014 N By email the TSS chair granted HANG2: Hassayampa – N. Gila #2 Transmission Project (Path 49 Upgrade) phase 2 status. 04-29-2014 S By email this date APS provides for approval the HANG2 study plan.
S 02-03-10 By e-mail this date the TSS chair distributed a letter indicating that the TransWest Express Project has achieved Phase II status for a planned rating of 3000 MW delivered to the southern terminal of the project. The planned in-service date is December 2014. S 04-06-10 By e-mail this date TWE distributed notice of a meeting/webinar to be held on 04-08-10 to initiate activities of the TWE Phase II PRG. S 04-08-10 The II PRG kick-off webinar was held this date. S 05-09-10 By e-mail this date TWE distributed draft #1 of the Phase II study plan to the PRG members for comment. C 06-15-10 By e-mail this date LDWP submitted a list of four comments to the Phase II study plan for the TWE Project. S 06-25-10 By e-mail this date TWE distributed rev. 2 of the Phase II study plan to the PRG members for comment. S 06-30-10 A II PRG webinar was held this date. S 07-16-10 By e-mail this date TWE distributed a 2015 build-out base case to PRG members for comment. S 12-20-10 By e-mail this date TWE distributed a final version of the TWE Commercial Operation base case to PRG members which includes all comments that were received. S 01-14-11 By e-mail this date TWE distributed the TWE Commercial Operation base case (Rev.1) and the Pre-Project case (Rev.1) to the PRG for their review. S 01-27-11 By e-mail this date TWE provided notice of a PRG webinar scheduled for 02-01-11 with the purpose of discussing the Phase II study
Patient Experience Report “Developing a better understanding of what matters most to patients, families and carers.” Quarter 2 July – September 2015 Author: Balchin Head of Patient Experience October 2015 Contents Page Patient, Relative and Feedback 3 Friends and Family Test 3 National Surveys 11 Patient Experience Feedback Project 13 Patient and Public Engagement 13 Improving the Experience of Carers 14
On the day you left hospital, was your discharge delayed for any reason? No 58% 68% What was the main reason for the Medicines 29% 50% Waiting to see Dr 19% 6.25% Waiting for ambulance 19% 12.5% Something else 33% How long was the delay? Up to 1 hour 27% 27% Between 1 and 2 hours 13% Between 2 and 4 hours 20% 25% Longer than 4 40% Were services required to support your discharge? Yes 62% 36% No 38% 64% Were any problems with these services? Yes 16% 8% No 48% 34% I did not need any services 36% 46% To supplement this feedback a review of FFT data during this period referred to admissions, discharge and transfers was completed. This identified 97 examples of feedback which included reference to discharge. Whilst there were no negative reviews there was reference to some delays in receiving medication and waiting for transport to go home. Improving care for end of life patients and their relatives – partially achieved Target: Evaluation of 2nd pilot and finalisation of required amendments, undertake relatives survey - reporting only The second phase of the launch of the Adult Priorities of Care (APOC) document included all wards in the Medicine for Older People, Rehabilitation and Stroke and the Renal Department. Education training and awareness events were provided for staff to prepare them for the implementation. Changes were made to the documentation in response to feedback. Members of a local community engagement committee provided advice on the development of a letter which is to be provided to families of patients at the end of life. On the 14th September the PoC documentation was launched across all clinical inpatient Data will emerge regarding use, over the coming months. The Hospital Palliative Care Team
Location: Western Hospital FACTOR ESSENTIAL DESIRABLE EXPERIENCE Experience of managing bed occupancy and patient flows Several years post-registration experience QUALIFICATIONS TRAINING RESEARCH PUBLICATIONS Registered Nurse, AHP or Social Worker Educated to Degree level in relevant subject (Health or Social Care) Post Graduate qualification , e.g. management or enhanced clinical practice Demonstrates ongoing appropriate professional development KNOWLEDGE AND SKILLS Extensive knowledge of discharge planning/delayed discharge/Health & Social Care Integration/national NHS policies, procedures and priorities specific to discharge Understanding Secondary, Primary, Third Sector, Ambulance and Community & Social Care Services & networks DISPOSITION Leadership skills Change agent Ability to work under pressure and with multiple stakeholders Flexible and adaptable Full knowledge and understanding of the framework for Adults with Incapacity
AUDIT C Questions Your Score Scoring System 0 1 2 3 4 How often do you have a drink containing alcohol? Never Monthly or less 2-4 times per month 2-3 times per week 4+ times per week How many units of alcohol do you drink on a typical day when you are drinking? 1-2 3-4 5-6 7-9 10+ How often have you had 6 or more units if female, or 8 or more if male, on a single occasion in the last year? Never Less than monthly Monthly Weekly Daily or almost daily Scoring: A total of 5+ indicates increasing or higher risk drinking An overall total score of 5 or above is AUDIT C positive Brief Advice Tool This is one unit…..
Breakout Session C 2:00 – 3:00 pm Resolving Dispute Resolution Room: 100 Presenter: Jamila Pollard, J.D. Program Manager Senior/Legal Officer, GaDOE In this session, participants will explore and gain an understanding of the different types of special education dispute resolution processes and practices, including IEP facilitation, mediation, formal written complaints, and due process hearing requests. The participants will also learn, through real-world scenarios, how to assist parents in resolving special education disputes. From Where I Sit Room: 111 Presenters: Dr. Mary Kay Berry, Special Ed Director; Jane Grillo, Parent Mentor; & Jennifer Johnson, Teacher & Parent, White County Schools In this presentation a professional development tool will be provided for administrators and parent mentors to use to further develop an understanding of IEP meetings from both the parent perspective and the school perspective. Students for LIFE Room: 113 Presenter: Sandra Bath, Transition Coordinator, LIFE, Inc. Students for LIFE is a transition program offered to students aged 14 through 21 who have disabilities. The lessons focus on the skills necessary for navigating successfully from their Individual Education Plans to post-secondary life. LIFE has both in-school and summer programs. Successful Partnerships: Assisting Students with Disabilities to Successfully Transition to College and Careers Room: 129 Presenter: Carmen Cates, Georgia High School High Tech Outreach and Program Development Coordinator This session will focus on services provided by the Georgia High School High Tech (HSHT) program for high school students with disabilities. Information about why these transition services are critical to students with disabilities will be provided, along with the program goals and successes of assisting schools with: reducing the dropout rate, empowering students to enter technological careers, and facilitating a successful transition to post-secondary education and gainful employment. Breakout Session D 3:15 pm – 4:15 pm Recognizing & Reducing Parent/Caregiver Exhaustion Room: 100 Presenter: Jackie McNair & Dawn Albanese, Parent Mentors, Gwinnett County Public Schools
Colne Medical Centre Online Services Records Access Patient information leaflet ‘It’s your choice’ If you wish to, you can now use the internet to book appointments with a GP, request repeat prescriptions for any medications you take regularly and look at your medical record online. You can also still use the telephone or call in to the surgery for any of these services as well. It’s your choice. Being able to see your record online might help you to manage your medical conditions. It also means that you can even access it from anywhere in the world should you require medical treatment on holiday. If you decide not to join or wish to withdraw, this is your choice and practice staff will continue to treat you in the same way as before. This decision will not affect the quality of your care. You will be given login details, so you will need to think of a password which is unique to you. This will ensure that only you are able to access your record – unless you choose to share your details with a family member or carer. The practice has the to remove online access to services. This is rarely necessary but may be the best option if you do not use them responsibly or if there is evidence that access may be harmful to you. This may occur if someone else is forcing you to give them access to your record or if the record may contain something that may be upsetting or harmful to you. The practice will explain the reason for withdrawing access to you and will re-instate access as quickly as possible. It will be your responsibility to keep your login details and password safe and secure. If you know or suspect that your record has been accessed by someone that you have not agreed should see it, then you should change your password immediately. If you can’t do this for some reason, we recommend that you contact the practice so that they can remove online access until you are able to reset your password. If you print out any information from your record, it is also your responsibility to keep this secure. If you are at all worried about keeping printed copies safe, we recommend that you do not make copies at all. The information that you can see online may be misleading if you rely on it alone to complete insurance, employment or legal reports or forms. Be careful that nobody can see your records on screen when you are using Patient Online and be especially careful if you use a public computer to shut down the browser and switch off the computer after you have finished.
NEUROLOGICAL SURGERY, P.C. PATIENT INFORMATION Name Date of Age Address City State Zip Home (____) ______ - ________ Cell (____) ______ - ________ Work (____) ________-___________ Ext: _____ Email Address Sex M F Soc. Sec.#_______/______/________ Single Married Widowed Separated Divorced Occupation Employer Employer’s Address Referred By Phone: ( ) Address Primary Care Physician Phone: ( ) Address Preferred Pharmacy Name Phone: ( ) Fax Pharmacy Address Emergency Contact/Relationship Phone: INSURANCE INFORMATION Primary Insurance Policy Holder’s Name ID# Policy Holder’s Birth Date Policy Holder’s SS# Secondary Insurance Relationship Policy Holder’s Name ID# Date SS#: Group # Worker’s Compensation or No Fault: please circle one Insurance Company DATE OF ACCIDENT Address Policy Number Carrier Case# Case Manager Phone: ( ) Ext:
Date of Workshop Refresher Date of Workshop Date of Refresher Date of Workshop Date of Refresher Date of Workshop Date of Refresher Date of Workshop Date of Refresher Date of Workshop Date of Refresher Date of Workshop Date of Refresher Not allowed in Year 1 Date of Other Workshop Not allowed in Year 1 Date of Other Workshop Date of Other Workshop Date of Other Workshop Date of Workshop Date of Other Workshop Date of Other Workshop Chronic Pain PATH Training Date: Year 1 to Year 2 to Year 3 to Year 4 to Year 5 to Year 6 to Year 7 to Date of Workshop Refresher Date of Workshop Date of Refresher Date of Workshop Date of Refresher Date of Workshop Date of Refresher Date of Workshop Date of Refresher Date of Workshop Date of Refresher Date of Workshop Date of Refresher Not allowed in Year 1 Date of Other Workshop Not allowed in Year 1 Date of Other Workshop Date of Other Workshop Date of Other Workshop Date of Other Workshop Date of Workshop Date of Other Workshop PATH Training Date: Year 1 to Year 2 to Year 3 to Year 4 to Year 5 to Year 6 to Year 7 to
Date of Workshop Refresher Date of Workshop Date of Refresher Date of Workshop Date of Refresher Date of Workshop Date of Refresher Date of Workshop Date of Refresher Date of Workshop Date of Refresher Date of Workshop Date of Refresher Not allowed in Year 1 Date of Other Workshop Not allowed in Year 1 Date of Other Workshop Date of Other Workshop Date of Other Workshop Date of Other Workshop Date of Workshop Date of Other Workshop PATH Training Date: Year 1 to Year 2 to Year 3 to Year 4 to Year 5 to Year 6 to Year 7 to Date of Workshop Refresher Date of Workshop Date of Refresher Date of Workshop Date of Refresher Date of Workshop Date of Refresher Date of Workshop Date of Refresher Date of Workshop Date of Refresher Date of Workshop Date of Refresher Not allowed in Year 1 Date of Other Workshop Not allowed in Year 1 Date of Workshop Date of Other Workshop Date of Other Workshop Date of Other Workshop Date of Other Workshop Date of Other Workshop
We pride being your family’s Medical Practice 2017 01934 839820 Lines open 08:00 – 18:30 Monday to Friday For life threatening emergencies 999 Out of hours 111 24 hour Health Advice 111 Surgeries CONGRESBURY Station Road BS49 5DX LANGFORD Pudding Pie Lane BS40 5EL ST GEORGES Pastures Avenue BS22 7SB YATTON Mendip Road BS49 4ER WRINGTON Street BS40 5LA
(highly anaplastic) cells are assigned a high grade. Staging: A clinical decision concerning the size of a tumor, the degree of local invasion, and the degree to which it has spread to distant sites in a given individual. Local Growth of a Tumor Growing tumors injure and kill neighboring cells both by compressing the cells and blocking off their blood supply. Tumor cells also appear to release chemicals or
NB: The Data Protection Act states that your data cannot be passed to anyone else without your permission. CONFIDENTIALITY AND PERSONS No parent/guardian or young person under the age of 16yrs will have access to their medical records in accordance with British Medical Association recommendations. Access will be granted to a young person when they reach 16yrs. The young person should then complete and sign a consent form if they wish to have online access. Parent/Guardian/Young Persons will be allowed access to online appointments and repeat prescriptions only. If access is required to a Young Persons record by a Parent/Guardian then this would have to be requested/discussed with the GP. Young persons under the age of 16 are sometimes competent to make important decisions themselves. The Practice will take this into account if the young person does not want access to be granted to a parent. NB. IMPORTANT INFO: Medical Record Access will not be available to Patients they have been registered for 3 months. [Version 4: 31.05.17] CONSENT FORM – PATIENT ACCESS TO MEDICAL RECORDS I have read and understood this information leaflet about access to my medical record and subject to the information in this leaflet, I consent to Stockbridge Practice enabling me access to my electronic health record via the internet. I further agree to use the system in a responsible manner with all instructions given to me by Stockbridge Surgery and to immediately report any errors I encounter whilst using the system. If I see any patient data which does not relate to me I will immediately log out and report the matter to Stockbridge Surgery Name: DOB: // Telephone No: Mobile No: Email: Access given to someone other than the patient eg parent/guardian/friend/relative . Please give name of person and their relationship to the patient: Relationship: …………………………………. SIGNED: ……………………………………………. DATED: …………………………………………….. ID SEEN BY PRACTICE YES/NO Name of Staff Member…………………………. Date: Stockbridge Surgery New street Stockbridge SO20 6HG 01264 810524 ‘IT’S YOUR CHOICE’ Patient On-Line: APPOINTMENTS REPEAT PRESCRIPTIONS MEDICAL RECORDS