zilongwang/ReadingBank huggingface dataset:
MAHATMA GANDHI MEDICAL COLLEGE AND RESEARCH INSTITUTE DEPARTMENT OF GENERAL SURGERY EPA Competency Domains Level of competency MSF MK PC P Day 1 of End of 1st year End of 2nd year End of 3rd year 1 Gather a history and perform a physical exammination * * 1 3 4 4 2 Prioritize a differential diagnosis following a clinical outcome * * 1 2 3 4 3 Recommend and interpret common diagnostic and screening tests * 1 2 3 4 4 Enter and discuss orders and prescriptions * 1 2 3 4 5 Document a clinical encounter in the patient record. * 1 2 3 4 6 Provide an oral presentation of a clinical encounter * 1 2 3 4 7 Form clinical questions and retrieve evidence to advance patient care. * * 1 2 3 4 8 Give or receive a patients handover to transition care responsibility * * 1 2 3 4 9 Collaborate as member of an interprofessional team * * 1 2 3 4 × (P,S,)
10 Recognize a patient requiring urgent or emergent care and intiate evaluation and management * * 1 2 3 4 11 Obtain informed consent for tests and procedures. * 1 3 4 4 12 Perform general procedures of a physician * * 1 2 3 4 13 Identify system failures and contribute to culture of safety and improvement * 1 2 3 4 14 Effective communication with peers and superiors * * * 1 3 4 4 *(P,S) 15 Attitudes towards patient, relatives, peers and Supervisors * * I 3 4 4 R) 16 Effective relevant systemic Examination in OPD and bedside clinics * * * 2 3 4 4 17 Ability to make a diagnosis and DD * I 3 4 4 18 Preoperative counseling of patient and attendant * I 2 3 4 19 Basic Pre & post operative care * * I 2 3 4 20 Operative theatre techniques - Aseptic techniques, Scrubbing, Gowning, donning and drapping * * * * 1 2 3 4
21 Handling instruments , Suture materials, meshes * * * 1 2 3 4 22 Suturing, Knotting techniques * * 1 2 3 4 23 Use Of draines and Drainage tubes * * 1 2 3 4 24 Diathermy , Harmonic scalpel * * 1 2 3 4 25 Performing simple swelling Excision * * I 2 3 4 26 Performing Appendicectomy Hydrocele , hemorrhoids Fissure * * I 2 3 4 27 Performing Hernia * * I 2 3 4 28 Basic trauma management * * * I 2 3 4 29 Reading and interpreting all basic X-rays relevant to General surgery * * I 2 3 4 30 Laparotomy skill * * * I 2 3 4 31 Reading and interpreting CT abdomen * I 2 3 4 32 Endoscopy & Colonoscopy Basics * * * * I 2 3 4 33 Laparoscopic Skill * * I 2 3 4 34 To take UG classes(Clinics) * * * I 2 3 4 35 thyroid surgey * * I 2 3 4 36 Breast surgery * * I 2 3 4 37 Gastrectomy procedure * * I 2 3 4 38 Hemicolectomy * * I 2 3 4 39 pancreatic surgeries * * I 2 2 2 40 Varicose vein Surgeries * * I 2 3 4 41 Sterilisation Procedures * 1 2 3 4
Description Applies Description Applies YES NO YES NO 4. RADIOLOGICAL HAZARDS a. Radioactive materials b. Radioactive contamination c. HCA, HRA, ARA d. Radiation-generating devices e. Nuclear criticality f. Biological transport vectors g. Contact dose rates higher than 5 mrem h. Other: (specify) Notes: 5. INDUSTRIAL HYGIENE HAZARDS a. Asbestos/asbestos containing materials b. Lead/lead containing materials, cadmium, or other heavy metals c. Flammable d. Organic solvent e. Pesticide f. Oxygen deficient atmosphere g. Unknown chemical h. High noise (>85 dba) i. Airborne dust/particulates Fumes, gas, mist, vapor (Non-Rad) j. Incompatibility or reactivity of materials k. Beryllium l. PCB m. Intrusive activities or excavation in unassessed facility or area n. Accessing components of electrical distribution equipment o. Heat stress p. Other: (specify) Notes: 6. BIOLOGICAL HAZARDS a. Fungi/mold b. Infectious waste, sewage, septic Notes:
PERFORMANCE PAGE Acrobat 9.0 Print Form Work Package / Tech Procedure No.: Rev No.: Page of SME Concurrence: RadCon: N/A Name Signature Date IH: N/A Name Signature Date Engineering: N/A Name Signature Date - SME: + Name Signature Date USQ Evaluation: Yes No Work potentially affecting a Hazard Category II or III Nuclear Facility? If yes, Categorical Exclusion, Screening, or Determination Number and signature by a USQ evaluator are required: USQ #: USQ Evaluator(s): Name Signature Date Name Signature Date Based on input from the walkdown team and my personal review, the detailed scope of work above is relevant to this work package, meets technical requirements under my cognizance, can be performed safely and the JHA controls are adequate. Manager: Name Signature Date Completion Review: Work as described above has been completed. Work Supervisor: Name Signature Date Record Date and Work Performed: (N/A if recorded on attached Work Package Status Logs)
We all benefit from less-polluting cars and trucks – the air is cleaner, our health is better, and we’re one step closer to energy independence. Maine drivers shouldn’t be taxed for choosing fuel-efficient vehicles that reduce gasoline imports, use locally-produced energy, create less carbon pollution, and keep more money in Maine’s economy. LD 1806 . Reject LD 1806 Sponsored by Maine DOT For more information, please contact Beth Ahearn, 207-671-5071 or
11. Additional requirements may be made in response to needs and goals identified by supervisors or interns during the internship. VII. Content Outline: EPCE 6094 Class Schedule Online Topics and Weekend Topics (Aug. 25/26) Date Topic Assignment Weekend Aug 25/26 and Month of September 1.Signed Counseling Contracts Due by Aug. 1 Proof of Liability Insurance Due by Aug. 1 Class Discussion Topics Counselor/Client Agreement Class Requirements 2. Read & Summarize 2 Supervision Theories (Due Sept. 11) 3. Application Research Project (ARP) (Discuss in class) 1. Due in Portfolio: Aug 25 (Bring to class) Signed Contracts Proof of Insurance Counselor/Client Agreement ACA + 1 other Code of Ethics Multicultural Counseling Competencies Advocacy Counseling Competencies Bring Portfolio to class Aug. 25 with above items 4. Ethics-Define the following terms Aspirational Ethics Mandatory Ethics Codes of Ethics 5 Moral Principles Professional Will Professional Identity (CACREP II. G. 1. J; DS. II. Bring to class hard copies of articles by Smith & Okech (2016a), Sells & Hagedora (2016) and Smith & Okech (2016b). These are listed in the references. Also, they are in the July 2016 issue of the Journal of Counseling and Development. Bring hard copy of this syllabus to class on Aug. 25. 2. Due by Sept. 11 Summary of 2 chapters on Supervision Theory Send your summary by e-mail attachment by noon on Sept. 11. 3. Discuss in class ARP Project 4. Due by Sept. 18 Summary of Item 4 (Terms) in left column. Send terms by e-mail attachment by noon Sept. 18. 5. Time Logs and Site Supervisor Evaluations of You (Due Sept. 25) EPCE 6094
Online Topics for November (11/12) Date Topic Assignment Nov. 10/11 and months of November and December Read articles on 1. Professional Will and Client Will 2. Other articles may be sent to you 3. Summarize the following: Supervision Counseling Teaching Consultation Research Leadership Summaries should be 2 pages (2x6=12 pages) 4. Application Research Project (APEX) and in class assignment. 5. Time log and evaluation due Nov. 27 6. Annotated Bibliography due Dec. 4 7. Other articles may be assigned. 8. Program Evaluation, read information on website (no written assignment on program evaluation). 1. Read and summarize: Professional Will Client Will and bring summary to class Due Nov. 10. 2. Summaries due Nov. 17 Please send summaries by e-mail attachment. Due Nov. 17 3. Read (no written assignment) about program evaluation 4. Assignments will be made in class for APEX. 5. Due Nov. 27 Time Logs (signed by you and site supervisor) Site Supervisor Evaluation of you 6. Annotated Bibliography Due Dec 4. Please send by e-mail attachment. VIII. Required Text: No textbook is required. Journal articles and book chapters will be assigned For supervision readings, please refer to the Ladaney and Bradley Book. IX. Course Policies Electronics: All phones should be turned off during class. You may bring your laptop or tablet to class for taking notes and doing research that is related to class. However, if you
[“CRAMP/ELRA Costing” the costing and quantification of the Known Liabilities and the Unknown Liabilities as approved by the EPA.] [“CRAMP Plan” means the document detailing the plans and costings for orderly dealing with the Known Liabilities in the manner envisaged and prescribed by the Licence which is currently approved by the EPA and which may be revised/amended/extended from time to time in accordance with the approval of the EPA.] [“ELRA Assessment” means the document detailing and quantifying the Unknown Liabilities in the manner envisaged and prescribed by the Licence which is currently approved by the EPA and which may be revised/amended/extended from time to time in accordance with the approval of the EPA.] “Environment” means the environment generally including all of its physical and ecological aspects including: land including the sea bed and any natural or man-made structures; water including rivers, lakes (man-made or natural), canals, the ocean (whether within or without territorial waters), ground waters and waters in drains and sewers; and air including air within buildings and other natural and structures above or below ground, and “Environmental” is construed accordingly. “Environmental Law” means all and any applicable law, including common law, statute, bye-law and subordinate legislation, customary law, regulations and directives and judgments and decisions, including notices, orders or circulars, of any court or authority competent to make such judgment or decision compliance with which is applicable in Ireland and which is mandatory for the Licensee with regard to Environmental Matters and the protection of the Environment. “Environmental Matters” means any matter arising out of, relating to, or resulting from: the pollution, contamination, protection of the Environment; human health or safety, including laws relating to public and workers’ health and safety; health and safety of animal and plant life; emissions, discharges or releases into the Environment of chemicals or any other pollutants or contaminants or industrial, radioactive, dangerous, toxic or hazardous substances or waste (whether in solid, semi-solid, liquid or gaseous form and including noises and genetically modified organisms); or made
Vehicle type LCSH Literary warrant in 388.3 Literary warrant in 629.2 Electric-powered vehicles Electric vehicles 36 873 Natural gas vehicles Natural gas vehicles 8 55 Snowmobiles Snowmobiles 20 175 Trolleybuses Buses, Electric Trolley buses 5 25 11 16 Nonmotor land vehicles (carts, wagons, carriages, stagecoaches; rickshaws, animal-drawn omnibuses; sleds, sleighs) Carriages and carts Chariots Horse-drawn omnibuses Horse-drawn vehicles Litters Pedicabs Rickshaws Scooters Sleds Sleighs Stagecoaches Wagons 135 16 9 45 0 3 2 8 2 7 25 62 15 2 3 11 0 3 0 39 1 0 0 11 Three-wheel vehicles -- Off-road vehicles, all-terrain vehicles Off-road vehicles All terrain vehicles Dune buggies Tundra vehicles 9 13 0 0 188 481 35 1 Steam-powered vehicles (steam plows, steam tractors, steamrollers Road rollers Steam plows 0 0 16 0 Air-compression-powered vehicles Motor vehicles—Pneumatic equipment (629.2294 has been used [and misused] only once in WorldCat) 0 1 Solar energy-powered vehicles Solar vehicles 0 16 Nuclear-powered vehicles Nuclear propulsion 0 1 Table 2. Literary warrants counts for vehicles powered by means other than gasoline, oil, and humans At the same time, the gasoline-powered, oil-powered, human-powered vehicles group has its own anomalies. This group includes passenger automobiles, light trucks, trucks (lorries), work vehicles, campers / motor homes / trailers, cycles, and racing cars. The presence of bicycles, tricycles, and tandem bicycles under 629.227 Cycles accounts for the inclusion of human-powered vehicles with gasoline- and oil-powered vehicles (which otherwise seem oddly juxtaposed). The pairing of vehicles and oil-powered vehicles arises from the existence of passenger automobiles, trucks, racing cars, etc., some of which consume gasoline and some of which consume petroleum diesel (at least, that’s my assumption of what the “oil” in oil-powered vehicles refers to); however, the caption does not apply to other types of diesel fuel, which also include biodiesel and biomass to liquid [BTL] diesel. Perhaps instead of speaking of gasoline-powered and oil-powered vehicles, the caption at
Environmental performance Potential environmental impact PARAMETER UNIT Upstream Core Downstream TOTAL Global warming potential (GWP) Fossil kg CO2 eq. Biogenic kg CO2 eq. Land use and land transformation kg CO2 eq. TOTAL kg CO2 eq. Depletion potential of the stratospheric ozone layer (ODP) kg CFC 11 eq. Acidification potential (AP) kg SO2 eq. Eutrophication potential (EP) kg PO43- eq. Formation potential of tropospheric ozone (POCP) kg C2H4 eq. Abiotic depletion potential – Elements kg Sb eq. Abiotic depletion potential – Fossil resources MJ, net calorific value Water scarcity potential m3 eq. Use of resources PARAMETER UNIT Upstream Core Downstream TOTAL Primary energy resources – Renewable Use as energy carrier MJ, net calorific value Used as raw materials MJ, net calorific value TOTAL MJ, net calorific value Primary energy resources – Use as energy carrier MJ, net calorific value Used as raw materials MJ, net calorific value TOTAL MJ, net calorific value Secondary material kg Renewable secondary fuels MJ, net calorific value Non-renewable secondary fuels MJ, net calorific value
Environmental performance Potential environmental impact PARAMETER UNIT A1 A2 A3 TOTAL A1-A3 Add columns for additional modules Global warming potential (GWP) Fossil kg CO2 eq. Biogenic kg CO2 eq. Land use and land transformation kg CO2 eq. TOTAL kg CO2 eq. Depletion potential of the stratospheric ozone layer (ODP) kg CFC 11 eq. Acidification potential (AP) kg SO2 eq. Eutrophication potential (EP) kg PO43- eq. Formation potential of tropospheric ozone (POCP) kg C2H4 eq. Abiotic depletion potential – Elements kg Sb eq. Abiotic depletion potential – Fossil resources MJ, net calorific value Water scarcity potential m3 eq. Use of resources PARAMETER UNIT A1 A2 A3 TOTAL A1-A3 Add columns for additional modules Primary energy resources – Renewable Use as energy carrier MJ, net calorific value Used as raw materials MJ, net calorific value TOTAL MJ, net calorific value Primary energy resources – Use as energy carrier MJ, net calorific value Used as raw materials MJ, net calorific value TOTAL MJ, net calorific value Secondary material kg Renewable secondary fuels MJ, net calorific value Non-renewable secondary fuels MJ, net calorific value Net use of fresh water m3
Name: Performance Period (FY/AY xx): Title: Planning Phase Goal Setting Job and Performance Goals Please list the individual job and performance goals that you plan to accomplish in the coming year. This box is expandable; to enter a new goal, press Tab at the end of each line for a new row. Goal Measurement [How will you measure success/ completion?} Due Date Professional Growth and Development Goals Please indicate your professional and development goals, including formal training courses and projects and assignments. This box is expandable; to enter a new goal, press Tab at the end of each line for a new row. Goal Due Date
Summary Training Report in Strategic Communication, Hungary, 2016 This training in Strategic Communication was organized with the help of the Civil Support’ trainers. The training brought 25 Hungarian patient representatives to Balatonszemes from 28th – 29th October 2017. Training sessions included the role, content and utility of a communication strategy and effective application of it, how to define target groups and topics for communication with communication value as well as the pros and the cons of various communication tools. At the end of the training, 83% of participants found that the overall programme was suitable to them, whilst 17% of participants felt that the level of the training was too hard them which required the trainers to prepare some additional handouts. Most of participants felt they managed to acquire new skills and to use it in their future work, and 91% of participants recommend this training to other participants. The success of this training led to participants’ selection of mini projects and plans for implementing those projects. The project ideas range from updating their webpage (Hungarian Association of Patients with Rheumatic Diseases), implementing the internal newsletter service (Hungarian Osteoporosis Patients’ Association) to organizing a series of events jointly with other patient organizations to raise awareness about the illness among general public (Hungarian Organisation for Patients with Immunodeficiency). Civil Support will look to build upon this success and support the organisations in the implementation of their plans.
What is cubism? Grade 5 Chagall Original Artwork Rubric N NP P AP Craftsmanship 10 pts N - 1 The media is used sloppily. Erasures are evident. Graphite is left uncovered by marker or oil pastels. The images are difficult to identify. NP - 4 The media is used somewhat sloppily. Erasures are evident. The marker and oil pastel lines are not strong. The images are somewhat messy. P -7 The media is used appropriately. The oil pastel and marker lines are clear and strong. The images are easily identifiable AP -10 The media is used exceptionally well. The oil pastel and marker lines are strong and some shapes were filled. The images are clearly recognizable and clearly drawn with contrasting colors. Creativity and Aesthetics 10 pts N -1 The work displays no creativity. The images are poorly drawn. There is no evidence of Cubist or Surrealist inspiration. NP - 4 The work displays some creativity. The images are drawn somewhat nicely. There is some evidence of Cubist or Surrealist inspiration. P - 7 The work displays much creativity. The profile is drawn very nicely. There is clear evidence of Cubist or Surrealist inspiration. AP - 10 The work is exciting to view and aesthetically pleasing. The profile is drawn exceptionally well. There is clear evidence of Cubist or Surrealist inspiration, but the student's originality also shines through. On Task and Behavior 5 pts N -2 The student is almost always off task during work time, does not follow directions, or refuses to participate in the project fully. NP - 3 The student is frequently off task during work time and may not follow directions. P - 4 The student is usually on task and follows directions for the project. AP - 5 The student is always on task during work time and always follows the directions for the project the first time they are given.
Level 7 Outcome Meets the L7 Assessed Learning Outcomes for EPGS719 Meets the L7 Assessed Learning Outcomes for EPGS719 Level 6 Outcome Meets the L6 Assessed Learning Outcomes for EPGS619 Meets the L6 Assessed Learning Outcomes for EPGS619 Does not meet the L6 Assessed Learning Outcomes
Dr. Michael Jerrett ISA – Summary Chapter The document is much improved and more tractable. I had no major concerns, except with the characterization that most studies have not dealt with co-pollutants and this is only partly correct. Many studies have dealt with one or two co-pollutants, but not all; so this should be softened to haven’t dealt adequately. On types of evidence, there needs to be some mention of the scripted exposures such as the McCreanor et al. (2007) study. This is a hybrid between controlled exposures and epidemiology and could inform the determinations as well because the exposures are often more realistic than in chambers because they are in real world conditions. Noise should be mentioned more prominently as a potential confounder. The idea that we don’t understand “double jeopardy” that well should be revised; there are specific studies on stress for example Shankardass et al. (2009) that do elucidate this area. On exposures, could you delineate truck vs vehicle dominated roadways – this has important implications for understanding the impact of control measures given the high direct emissions of diesel? There needs to be some caution in comparing to England because there is a larger proportion of diesel vehicles and therefore more primary NO2. I wasn’t sure why EPA didn’t compare to the Canadian data. Health Canada has prepared all of this because they too are revising the NO2 guidelines. Check with Barry Jessiman, Health Canada. The discussion of roadway gradients could be refined by including mention of the types of roadways and volumes of traffic. In general much of the document talks about distance to roadways as though all roads are the same, whether they have 40,000 or 400,000 vpd. This needs to be addressed directly because it could explain why some cities observe higher NO2 levels away from roadways. Conceptual Model still Incomplete doesn’t take physical activity into account fuzzy on what was meant at an indoor environment – in vehicle – how do we deal with that – not clear from the current presentation. The entire document is silent on intake fraction – this is a problem because so much of the NO2 exposure probably occurs close to or at the source so the intake will likely be much greater
Or Adultery – a married person having sex outside of marriage Or adultery of the heart. Remember Anyone who looks at a woman lustfully has already committed adultery with her in his heart. So that includes the porn website Or the sex scenes in the movie. or the second look at the magazine rack at the supermarket: the sport illustrated swimwear edition or the men’s health. All these things are included. And notice it says, there mustn’t even be a hint of it. Literally it says, “It mustn’t even be named.” So don’t even talk about doing these things. Look at verse 4. “Nor should there be obscenity, foolish talk or coarse joking.” So Don’t make the vulgar sexual joke. Don’t laugh at a joke like that. Don’t press like on facebook. Don’t pass on the whatsapp. It might be very funny. But its out of place for God’s holy people. Not even a hint of sexual immorality. Now I know this isn’t easy. Sexual temptation’s everywhere. Advertizing. Social media. Magazines. TV. Its very difficult to keep ourselves pure. And so my guess is that there many of us in this room for whom this is a real struggle. And so We not here to judge you. We wanna help. For many, sexual sin is a secret sin. And if that’s you then we wanna encourage you to find help. There
Living in Grace Week 2 – Ephesians Chapter 2 April 25, 2015 Welcome and Worship: (15 minutes) Icebreaker question - Name a memorable act of kindness that you have witnessed in your life. Fill out roster Hymn or praise music Prayer: (15 minutes) a. Personal requests (use prayer request and praise report sheets) Outreach: (30 minutes) Social-Outreach Event – Continue to plan as a group your contribution to our social event. Each group will plan out a portion of the gathering, and as well, you will be intentional to invite the people you have been praying for this event. Adopt-a-Friend – Continue to talk about your adopt-a-friend. Describe any kind of contact have you made with your friend this week. Discussion: (30 minutes) Week 2 – Living in Grace Read and reflect on Ephesians 2:1-22 From the first three verses of Ephesians Chapter 2, describe 3 things that sinners follow. Through verses 1-10, can you list three reasons for our salvation? What’s the difference between mercy and grace? Can you have one without the other?
DAY 4 – ASK FOR INSIGHT READ THE PASSAGE Read Ephesians 2:1-10. The 3rd description of a non-believer’s walk occurs in v. 3. Do Paul’s uses of “flesh” (both “flesh” and “body” translate the same Greek word) in its negative or neutral sense in v. 3? Explain how you know. Read Rom. 8:5-9 & Gal. 5:16-24, along with Eph. 2:3, and describe this 3rd description of a non-believer’s walk. Can believers walk in this manner? In what ways are you tempted to walk in this manner, and how do you address yourself (i.e. what Scriptures, what self-talk, with what truths, etc.) when these temptations arise? Also, how are you, as a believer, different from the non-believers described in vs. 1-3 with regard to your ability to fight these temptations? Another way of asking this: why are these only temptations for you, a believer, but necessary actions for a non-believer? DAY 5 – ASK FOR INSIGHT READ THE PASSAGE Read Ephesians 2:1-10. Why are non-believers “children of wrath,” and whose wrath is in view (cf. Rom. 1:18; 2:5-8; 3:5-6; John 3:18, 36; et. al.)? What does Paul mean by the phrase “by nature” when he describes the non-believer’s status as “children of wrath?” What difficulties might you encounter while explaining the truths found in 2:1-3 to a in today’s secular world (as an example, someone might say, “Why would I worship a God who showers wrath on those who don’t love or obey Him!?!?!?”), and how would you answer them with Biblical truth? Explain how vs. 4-6 directly answer the predicament of those described in vs. 1-3 (we’ll begin with these vs. next week). DATE: April 23, 2017 PASSAGE: Ephesians 2:1-10 But God! (Part I)
Now examine their relationship to each other by answering the following questions: (1) How does “grace” stand in relation to “saved?” (2) What does the phrase “through faith” tell us about “saved?” (3) Does “this” refer to “grace,” “faith,” or both? (4) What does “gift” have to do with “works” and how do these affect “boasting?” Now write down at least 4 answers to this question: “How should my life be affected by the truths found in 2:8-9?” Write out 2:8-9 without looking at your Bible. After such deep meditation on the words and ideas you most likely have them memorized even if you have never tried memorizing them before! DAY 4 – ASK FOR INSIGHT READ THE PASSAGE Read Ephesians 2:1-10. To whom does “his” refer in v. 10? In what way are we as believers “his workmanship” (NB: the word translated “workmanship” appears in the NT only twice, here and Romans 1:9)? What 3 things do you learn about our “good works” in v. 10? Considering these, give at least 10 examples from your own life that would fall into the category of “good works.” Explain how the “for” that begins v. 10 connects its content with what precedes. Why is it imperative to understand this? DAY 5 – ASK FOR INSIGHT READ THE PASSAGE Read Ephesians 2:1-10. Let’s explore the relationship of regeneration (“made alive together with Christ”) to faith. Read the following passages and record what you learn: Ez. 36:25-27; John 3:5-6; 6:44, 65; Acts 16:14; 1 Cor. 2:14; Eph. 2:4-5; Col. 2:13-14; 1 John 2:29; 4:7; 5:1. Is faith a result of regeneration or is regeneration a result of faith (i.e. which comes first?)? DATE: April 30, 2017 PASSAGE: Ephesians 2:1-10 But God! (Part II)
What are “the heavenly places,” and how does 3:10-11 help us more fully flesh out what is said in 1:9-10 & 1:20-23? “Manifold” translates a Greek word that is used only here in Scripture, means “very and is used of multi-colored cloaks or flower arrangements. In what ways is the “manifold wisdom of God” “made known to the rulers and authorities in the heavenly places?” DAY 5 – ASK FOR INSIGHT READ THE PASSAGE Read Ephesians 3:1-13. On what basis and to what do we have “boldness and access with confidence” (v. 12)? In what ways do these truths impact your life every day? In other words, how does this fuel your prayer life? Your mission? Your sustenance? Your joy? Etc. Paul finally returns in v. 13 to his original thought begun in v. 1. How does Paul’s digression in vs. 2-12 support his request (cf. “So” which begins v. 13)? In what way is Paul’s “suffering” the Ephesians’ “glory?” As a believer, what is the role of suffering in your own life? Consider Paul’s self-description as “the very least of all the saints” (v. 8). Explain what he means and why this is an accurate description of himself. Is this description true of you? Why or why not? God used Paul, the very least of all the saints, in a powerful way, and it was according to the “working of (God’s) power” (v. 7). How does this fact encourage you to overcome doubts about your own readiness or qualifications to submit to and accomplish what God calls you to do? DATE: May 21, 2017 PASSAGE: Ephesians 3:1-13 Paul: A Steward and Minister of the Mystery
Item 9 Service of notice to Customer <<<Street address>>> <<<Postal address>>> <<<Fax number>>> <<<Email address>>> Item 10 Special conditions None SCHEDULE B (Description of Data) Data 24 Hour Averaged Levels of PM10 and PM2.5 Exceedences. Type of data/structure Tabular Data format Excel Filename 24HourPM10PM25Exceedences.xlsx Size < 1MB Method Email Exchange Frequency Once Only Quality These levels have not been validated and may be adjusted once the validation process has been completed. Data Storage None Security Assessment Public Metadata Statement N/A Other details N/A
Dates Session (Video Times) 1. “Introduction”: St. Paul and the Ephesians (19:45) 2. “To the Praise of His Glorious Grace”: God’s Plan (21:23) 3. “Saved by Grace Through Faith” Transformation by Mercy (21:25) 4. “The Mystery Revealed”: An Invitation to All (21:34) 5. “A Life Worthy of Your Calling”: Virtues Unite in the Spirit (18:24) 6. “Be Imitators of God”: Walking the Faith Daily (24:54) 7. “As Christ Loved the Church” Love One Another (18:15) 8. “Put on the Whole Armor of God”: A Call to Action (22:07) BibleStudyForCatholics.com
Funding Period Requested: (be specific) / / through / / Amount Requested: $ Total Project Budget for this period: (not required if general operating request) $ Current Annual Organizational Budget: $ Organization Fiscal Year: / / through / / Geographic Area(s) Served: (include specific counties) (For this project. If general operations support, for this organization.) List applicant’s membership of a giving federation: (e.g., United Way, Arts & Education Council, Jewish Federation, Earthshare Missouri) Agreement I certify to the best of my knowledge, that all information included in this proposal is correct. The tax exempt status of this organization is still in effect. If a grant is awarded to this organization, then the proceeds of that grant will not be distributed or used to benefit any organization or individual supporting or engaged in unlawful activities. In compliance with the USA Patriot Act and other counterterrorism laws, I certify that all funds received from this funder will be used in compliance with all applicable anti-terrorist financing and asset control laws, statutes, and executive orders. Signature, Executive Director (or authorizing official on behalf of the organization) Date NARRATIVE SECTION A: ORGANIZATIONAL INFORMATION 1. Summary of organization’s history. 2. Description of the organization’s current programs, activities, number served annually, and accomplishments.
Type of request (check one): Note, not all funders support each type of request. Check with individual grantmaker. [ ] Capacity Building [ ] Project/Program [ ] Capital [ ] Other (explain) [ ] General Operating Support [ ] New Project [ ] Existing Project [ ] Expansion of Existing Project Project/Campaign Name: (if general operating please indicate) Proposal Summary - In 100 words or less summarize the purpose of this request. Funding Period Requested: (be specific) / / through / / Amount Requested: $ Total Project Budget for this period: (not required if general operating request) $ Current Annual Organizational Budget: $ Organization Fiscal Year: / / through / / Geographic Area(s) Served: (include specific counties) (For this project. If general operations support, for this organization.) List applicant’s membership of a giving federation: (e.g., United Way, Arts & Education Council, Jewish Federation, Earthshare Missouri) Agreement
Use of coloured overlay and coloured ruler (to be provided by the apprentice as appropriate for their diagnosis) Dispensation of the station mark scheme relating to spelling errors where spelling errors will not compromise patient safety Extra time as appropriate to the requirements of their disability Other access arrangements or reasonable adjustments. Please specify: Appendix 2 – notification of mitigating circumstances This form records the information that will be considered by the EPA assessor concerning any mitigating circumstances that the apprentice believes may have affected their performance in the EPA. The completed form should be submitted, together with the supporting evidence, to the NSHCS as soon as possible or within 2 working days of the end of the EPA. APPRENTICE NAME : CONTACT (phone / email): SECTION OF EPA COMPONENT TO WHICH ANY MITIGATING CIRCUMSTANCES APPLY:
School of Design (Contemporary Sustainable Neighborhoods: Issues and Directions) – “The water environment of cities”, Spring 2013 and 2014. Environmental Studies Program (Cities, Sustainability, and Campus)- “Cities as Urban Ecosystems”, Sept. 2011 (Macalester College). Architecture (Ecology and Architecture)- “Planning for the urban water environment”, March 2011, 2014. Architecture (Sustainable Landscape Design) – “Biogeochemial perspectives on stormwater management”, 2008, 2009, 2010, 2011, 2013. Photos: The photo on the title page is attached as a JPG in Appendix D. Public outreach and education (audiences): Public outreach and education occurred through the development and presentation of the project products listed above. A brief description of the audiences reached by product type is given below. Magazine and web-based articles. Our article in Stormwater Magazine potentially reached 25,000 subscribers. The article posted on the Stormwater Updates webpage potentially reached 3,000 subscribers. Academic journals. We anticipate that several hundred people each will read two articles produced by this project, and cited 20-100 times each, over time. Workshops. Approximately 80 people attended each of the first two workshops. These were mostly professional public works staff and consultants. Post-workshop evaluation revealed that 93% responded that they found the planning calculator tool “helpful” or “very helpful”; 96% “strongly agreed” or “somewhat agreed” that our workshops provided them with “new skills to plan street sweeping for nutrient removal; and 86% responded that their cities would “very likely” or “somewhat likely to adopt enhanced street sweeping over the next 3-5 years. More evaluation details are presented in Appendix E. Other talks. We estimate that about 440 people attended other talks. Audiences were highly varied. Some audiences comprised mainly watershed managers and planners; others were mostly research scientists. Guest lectures. Classes were mostly upper division classes, which typically have about 20 students, on average, so we estimate that about 220 students attended 12 lectures across diverse disciplines. In summary, it is very likely that our message has reached most of the public works or streets departments in cities in the Twin Cities region, as well as many
CERTIFICATIONS Requesting Department Head Signature: Date: Print Name: Title: Requesting/Home Dept. Dean/Division HR Approver Signature: Date: Print Name: Title: Home Department Head Signature: Date: Print Name: Title: OHR/Academic Personnel Approver Signature: Date: Print Name: Title:
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Links to Slide # Topic Links 2 Acknowledgements 12 Stages of Career Development Victorian Careers Curriculum Framework 16 Labour Market Information: Job Outlook 16 Skills Shortages: DEEWR Victorian Skills Gateway 19 Learning is Ongoing VET in Schools 20 Learning is Ongoing School Based Apprenticeships and Traineeships 22 Learning is Ongoing Bullseye Career Information 23 Learning is Ongoing Victorian Tertiary Admissions Centre 34 myfuture 35 Myfuture Mini Career Explorer 36 Other Important Information Special Entrance Access Scheme (SEAS) http://www.vtac.edu.au/who/seas.html Engaging Parents in the Career Conversation – website links from the master PowerPoint presentation
Constraints: restrictions or limitations on behavior or performance; important because they limit the size of the design space Function: things a product or design are supposed to do or actions to perform; Implementations or means: ways of executing the functions or specific attribute solutions. (Caution should be used when including implementation requirements that unnecessarily limit the possible solutions. It is common for stakeholders to identify the “how” when describing the need. However, there are often many other solution possibilities that would meet the design objective in a way that satisfied and was acceptable to the stakeholders when probed about those possibilities.) To illustrate how Customer Requirements can be developed, let’s consider an example given by Dym and Little (2004). They were asked by a company to “design a bottle to hold juice.” To learn more, they interviewed company representatives and developed the following requirements, which consist of objectives, constraints and functions. The following is a partial list of attributes the authors identified in the text. List 3.4 BEVERAGE CONTAINER Augmented Attributes List (partial list from text) Safe DIRECTLY IMPORTANT Perceived as Safe Appeals to Parents Chemically Inert Constraint on Safe Environmentally Benign Safe Environmentally Benign Appeals to Parents Preserves taste Promotes Sales Easy for Kids to Use Appeals to Parents Resists Range of Temperatures Durable for Shipment Resists Forces and Shocks Durable for Shipment Easy to Distribute Promote Sales Durable for Shipment Easy to Distribute Easy to Open Easy for Kids to Use Hard to Spill Easy for Kids to Use Appeals to Parents Promotes Sales Chemically Inert Constraint on Preserves Taste No Sharp Edges Constraint on Safe Promotes Sales DIRECTLY IMPORTANT Source: Dym and Little, 2004, p. 57. Please note that the constraints are italicized. Once the requirements (objectives, constraints, and functions) are identified, it is helpful to organize them in a hierarchical list or tree. The following is a combined objectives/constraint tree for the desired “juice bottle.” Again, the constraints are italicized. SAFE BEVERAGE CONTAINER Safe Environmentally benign No sharp edges Chemically inert Promotes Sales Easy to distribute Durable for shipment Resists forces, shocks
In signing the application I am affirming that I meet the pre-requisites for the training, and that I have read and understand the requirements to become an EPIC Trained Motivational Interviewing Trainer. (Electronic Signatures Acceptable and will be considered the equivalent of an actual signature) Applicant’s Signature Date Printed Name Please include the Supervisor Checklist and Approval with your application EPIC MI TRAINER APPLICATION SUPERVISOR CHECKLIST AND APPROVAL (To be completed by your immediate supervisor) Administrative supports are a critical aspect in developing quality trainers that maintain fidelity to MI as well as implementing the evidence-based practice in a sustainable way. Similarly, staff selection is also a critical element in sustaining practice and resources for your agency. Having you informed and involved in the process is important. Your input and approval is extremely valuable to EPIC and the implementation team as they consider the selection process and work to support the fidelity, sustainability and implementation of MI in your agency. According to the following scale, please rank those qualities that you feel the applicant possesses. 5 4 3 2 1 High Medium Low Willingness to accept constructive comments in order to improve skills. Comment: Ability and willingness to work as part of a team. Comment: Ability to adapt to a variety of situations and circumstances. Comment:
will pick up the item(s) and a phone number to contact with questions regarding the Order. Any Laboratory order or Central Supply order requested or completed within the OR must be signed. The order mode appropriate for intraoperative Orders include: “Verbal, with read back verification”. “Telephone, with read back verification”. The name of the attending surgeon or provider who delegates the order must be recorded in the EHR. If the primary attending or provider who delegates the order does not auto-populate, the checkbox “Filter providers by treatment team members” must be deselected and the primary attending or provider may be searched for by name. Order Sets The OR nurse does not need to document anything in the “Order Sets” section. Orders to be entered by the OR nurse (i.e. microbiology, items from central supply) should be entered in the “Orders” section. Clinician Communication It is recommended that the circulator transfer any phone call related to critical lab results to the anesthesia provider. If the critical communication is then received by the anesthesia provider, no documentation in the “Clinician Communication” tab is necessary. However, in case of emergency in which the circulator does communicate the information to the surgeon, document as described below. Document communication of critical lab values, critical test reports, or other important information communicated to the circulating nurse, and subsequently from the circulating nurse to the surgeon in the “Clinician Communication” section. Indicate the reason for communication. Most often, this will be a critical lab value or critical test report called to the OR, which the circulator will communicate to the anesthesia provider and/or the surgeon. Populate the “Name of Care Provider” and “Provider Role” sections with the name of the person receiving the information (i.e. surgeon, resident, anesthesia provider). Indicate what kind of information is being communicated – either in the “Critical Lab Values” section or the “Critical Test Report” section. Indicate the time the information was received by the circulator in “Time Critical Result Received”. “Time of Notification” should be populated with the time the circulator communicated the information to the surgeon (or anesthesiologist, resident, etc.). Indicate whether the communication was critical and if the MD is aware in “Critical Notification” Document communication between the pathologist and the surgeon in this section. If frozen section results are called to the circulator and then communicated to the
BalPure® Application for Basic Approval of the Severn Trent DeNora BalPure® Ballast Water Management System 8/28/2009 BalPure® Application for Final Approval of the Severn Trent DeNora BalPure® Ballast Water Management System 3/28/2010 Blue Ocean Guardian (BOG) Ballast Water Management System Application for Basic Approval of Blue Ocean Guardian (BOG) Ballast Water Management System 8/24/2009 Blue Ocean Shield Ballast Water Management System Application for Basic Approval of the Blue Ocean Shield Ballast Water Management System 12/5/2008 BlueSeas Ballast Water Management System Application for Basic Approval of the BlueSeas Ballast Water Management System 3/31/2010 CleanBallast! Comments on the report of the fourth meeting of the GESAMP-BWWG 2/4/2008 CleanBallast! Application for Final Approval of a ballast water management system using Active Substances 9/7/2007 CleanBallast! Application for Final Approval of the RWO Ballast Water Management System (CleanBallast) 11/28/2008 ClearBallast, Greenship Sedinox, AquaTriComb Report of the ninth meeting of the GESAMP-Ballast Water Working Group (GESMP-BWWG) 5/5/2009 DESMI Ocean Guard Ballast Water Management System Application for Basic Approval of the DESMI Ocean Guard Ballast Water Management System 8/19/2009 EcoBallast Application for Basic Approval of the HHI Ballast Water Management System (EcoBallast) 12/9/2008 EcoBallast Application for Final Approval of HHI Ballast Water Management System "EcoBallast" 8/20/2009 Ecochlor® Ballast Water Treatment System Application for Basic Approval of the Ecochlor® Ballast Water Treatment System 3/20/2008 Ecochlor® Ballast Water Treatment System Application for Final Approval of the Ecochlor® Ballast Water Management System 12/16/2008 Ecochlor® Ballast Water Treatment System Application for Final Approval of the Ecochlor® Ballast Water Management System 3/28/2010 EctoSys™ A Swedish Disinfection System 1/13/2006
.ednabdominalpain Abdominal Pain .ednabscess Abscess/Cellulitis .ednadult Adult – General .ednassault Alleged Assault .edngsw Alleged GSW .ednsexualassault Alleged Sexual Assault .ednallergic Allergic Reaction .ednams Altered Mental Status .ednbackpain Back Pain .ednburn Burn .ednchestpain Chest Pain .edncodeblue Code Blue Response .edndentalpain Dental Pain .edndizziness Dizziness .ednearpain Ear Pain .ednepistaxis Epistaxis .ednlowerinjury Extremity Injury – Low .ednupperinjury Extremity Injury – Up .ednlowerpain Extremity Pain – Lower .ednupperpain Extremity Pain - Upper .edneye Eye .ednfall Fall .ednfeeding Feeding Tube Replace .ednfever Fever .ednfoley Foley Remove/Place .edngibleed GI bleed/Rectal pain .edngufemale GU - Female .edngumale GU - Male .ednheadache Headache .ednheadinjury Head Injury .ednhyperglycemia Hyperglycemia .ednhypertension Hypertension .ednlaceration Laceration .ednmedrefill Med Refill .edntrauma Multiple Trauma .ednmvc MVC .ednneckpain Neck Pain .ednpalpitations Palpitations .ednpedillness Pediatric Illness .ednpedinjury Pediatric Injury .ednpregnancy Pregnancy .ednpsych Psych / SI / HI .ednrash Rash .ednseizure Seizure .ednsob Shortness of Breath .ednsyncope Syncope .ednthinslice Thin Slice .ednuri URI .ednweakness Weakness/Neuro .ednwoundcheck Wound Check
As in the dark months, the month of shadows, so without him there is no light. O Gilgamesh, this was the meaning of your dream. You were given the kingdom such was your destiny. Because of this do not be sad at heart, do not be grieved or oppressed; he has given you power to bind and to loose, to be the darkness and the light of mankind. He has given unexampled supremacy over the people, victory in battle from which no fugitive returns, in forays and assaults from which there is returning. But do not abuse your power, be just with your servants in the palace, and act justly in the light of day. Gilgamesh, the son of Ninsun, lies in the tomb. At the place of offerings he weighed the at the place of libation he poured out the wine. In those days the lord Gilgamesh departed, the son of Ninsun, the king, peerless, without an equal among men, who did not neglect Enlil his master. O Gilgamesh, lord of Kullab, Great is thy praise.
PART 1: MATERNAL Name ADDRESS DATE OF HBsAg TESTING HBsAg TEST RESULT MD MD PHONE NUMBER DOB ETHNICITY COUNTY STATE PHONE( H) PHONE (C) PHONE (W) EDC BIRTHING HOSPITAL PHONE NUMBER MOTHER’S INSURANCE TYPE LANGUAGE SPOKEN PART 2: HOUSEHOLD/SEXUAL CONTACTS PART 3: INFANT # OF HOUSEHOLD CONTACTS: # RECEIVING PREVACCINATION SEROLOGIC TESTING # HBsAg (+) # IMMUNE TO HBV #SUSCEPTIBLE #VACCINATED THIS PREGNANCY NAME DOB WEIGHT ADDRESS: COUNTY STATE MD FOR VACCINATIONS/ PHONE NUMBER Part 4: INFANT’S VACCINATIONS/ POSTVACCINATION SEROLOGY RESULTS DATE OF HBIG DATE OF HEPATITIS VACCINE/BRAND HEPATITIS B SURFACE ANTIGEN (HBsAg) ANTIBODY TO HEPATITIS B SURFACE ANTIGEN (Anti-HBs) – QUANTITATIVE REPEATED RESULTS, IF NEEDED HBsAg Anti-HBs PART 5 CASE NOTES