zilongwang/ReadingBank huggingface dataset:
DEG BUDGET SUMMARY Project Costs DE Grant Cash Match In-Kind Total Professional Fees: (10% maximum includes consultant/contractual fees, please specify) Signage Fees: (Up to 10% maximum project cost but not to exceed $1,500) Subtotal: Project Costs: (includes specific details including cost breakdown for each item, the quantity and the price) Subtotal: Total Grant Funds Requested Total Cash Match Total In-Kind Budget Total Budget Narrative
LECTURE NO. 2 Lecturer: Dr. Mohammed ALQahtani TITLE: The Dynamics of Treatment Planning TOPICS: Identification of Patients Needs Treatment of Tooth Loss Selection of Abutment Teeth Treatment Sequence REFERENCE: Rosenstiel SF, Land MF & Fujimoto J. Contemporary Fixed Prosthodontics, 4th ed. Mosby Elsevier, 2006, pp. 82-104 16 September 2012 LECTURE NO. 3 Lecturer: Dr. Mohammed ALQahtani TITLE: Restoration of the Endodontically Treated Teeth
A number of local consultations have been combined to explore professional and public experiences of oral health and oral health services in Somerset. 8.1: Health Visitor Survey In Somerset Health Visitors distribute toothpastes and toothbrushes to children aged 1 and 2 years as part of their routine visits. This resource pack also includes information on the amount of fluoride in toothpaste and oral health education (developed by the NHS Oral Health Team). Twenty-six Health Visitors in Somerset responded to an on-line survey exploring their experiences of delivering the programme and oral health education in general. Health Visitors reported that all parents responded positively to the distribution programme and that the resources were a good way to initiate a conversation about oral health. Health Visitors reported that the programme was easy to implement, although the resource management was typically overseen by administrators. Although 92% of this sample reported that their advice to parents includes information on diet, sugar intake and weaning, it less frequently included information on dental registration (76%). Very few Health Visitors (11.5%) reported feeling ‘very confident’ in their knowledge of oral health but most (>90%) considered their knowledge to be adequate. 73% had never received any specific training on oral health. A small number of Health Visitors in the sample (15%) did not commence oral health conversations until after the child had turned 1 year of age. Health Visitors identified that there were mixed messages in the community about when a child should first start attending the dentist, or when children should start cleaning their teeth. For example, frequently parents with children aged 1 year and older had not started to clean their teeth because they didn’t realise they should. This was also evident when parents of children accessing a fluoride varnishing scheme in children’s centres were asked about their child’s oral health (see 8.3). Several Health Visitors suggested that attendance at post-natal groups by dental or oral health services could help new parents better understand their own and their child’s oral health and hygiene needs. 8.2: Parents of children taking part in Fluoride Varnishing programme at ‘getset’ children’s centres
This form is to be used to report a reportable assault as required under s63-1AA of the Aged Care Act 1997. Your contact details Mr Mrs Miss Ms Other Surname Given name Position/role (e.g. CEO key personnel, registered nurse, etc.) Work number Mobile number Email address Note: A departmental officer may contact you to seek further information in relation to this report. Approved provider and service details Name of the aged care service this report relates to: RACS ID: Name of the approved provider this report relates to: Reportable assault details Are you making this report on behalf of the approved provider? Yes No Is this report related to: Unreasonable use of force or assault Unlawful sexual contact Please provide the date and time the allegation/suspicion was made known to the person responsible for reporting reportable assaults: Date Time Has the reportable assault been reported to the police? No report the assault to the police prior to completing this form Yes Date Time Incident number: Police station reported to (if applicable): Have the police arrested or charged a person in relation to this reportable assault? No Yes Do not know What action has been taken to ensure the health, safety and wellbeing of those care recipients involved in the reportable assault and/or other care recipients at the service?
could help get more plant-based food into London, e.g. food distribution hubs. Board, overseeing implementation of the London Food Strategy. S17/18 Make reference to composting as reducing waste and creating a circular economy. Composting has a spatial requirement, which can be linked to community gardens. S17/18 and a new policy on soil. Reference to the importance of compost and manure in soil quality and encouraging biodiversity, including diversity of food, plants, insects, mammals and birds. There is also a broader need for a policy to identify soil quality, protect areas of good soil quality and improve areas with poor quality. London Plan: Transport Policy no for reference Amendments Justification T1 Add the need for access to diverse retail within walking distance to reduce car use and consider the impact of a rise in home delivery of groceries and prepared/cooked foods. The exponential growth in this area has significant impact on transport. T2 WE support the healthy streets approach but would like to see a reference to nature and biodiversity in the breakdown of what a healthy street is. Strong evidence that access to nature is key for health and wellbeing and healthy streets should reinforce the idea of green infrastructure and nature corridors. Contact details For further information, contact: London Food Link (a network of Sustain), Development House, 56-64 Leonard Street, London EC2A 4LT. T: 020 7065 0902 Sarah Williams Programme Director
Create a new town brand and logo based on history. 6 Town Funds $$ 2 Consultant 1 9 Conduct a feasibility study of a public transit system. 3 DRPT $ 3 DRPT 3 9 Start a “Live Healthy” campaign in the Town complete with publications, poster, and branding. 6 Liberty University, Town Funds $ 2 Liberty University Students with the help of Town Council 1 9 Conduct a feasibility study on signage within the town and how it could enhance tourists’ ability to navigate town businesses and resources. 6 Town Funds, VDOT $$ 2 Consultant 1 9 Conduct a design/feasibility study for the roundabout at Confederate Blvd. and Old Courthouse Rd. 4 VDOT, MAP21 $$ 2 Consultant 1 7 Create a marketing campaign that promotes the benefits of higher education. 4 Town Funds, VTC, Tobacco $$ 2 Education Committee (Not Yet Created) 1 7 Integrate the Town Welcome signs with the County signs that are being installed. 3 Tobacco Town Resources $$ 2 Town Council/Consultant 2 7
Route: Opium can be smoked, intravenously injected, or taken in pill form. Opium is also abused in combination with other drugs. For example, “Black” is a combination of marijuana, opium, and methamphetamine, and “Buddha” is potent marijuana spiked with opium. (Secon, 2012) Form: Opium can be a liquid, solid, or powder, but most poppy straw concentrate is available commercially as a fine brownish powder. (Secon, 2012) Symptoms: Drowsiness and sedation, Slow or depressed breathing, Red or glazed eyes, Slurred speech, Confusion, Headache, Nausea, Loss of appetite, Mania, rapid speech, or excessive energy, Insomnia, Sinus irritation, runny nose (opium abuse treatment, 2012) Effects on the body: Opium inhibits muscle movement in the bowels leading to constipation. It also can dry out the mouth and mucous membranes in the nose. Opium use leads to physical and psychological dependence, and can lead to overdose. (Secon, 2012) Treatment: Getting someone into a treatment center to stop the use. If on and showing signs of overdose including, difficult or shallow breathing, weak pulse no response from the user, blue fingertips or lips call 911. (Opium Abuse Treatment, 2012) ROUTE: Smoked; inhaling the vapors produced when it is heated to 200-400oC in glass or aluminum pipe Orally Intravenous Injection Insufflation; powder form of the drug is inhaled through the nasal cavity where it is absorbed through the mucous membrane in the sinus cavity. Vaginal/Rectally FORMS: Pill Capsule Powder Crystal SYMPTOMS:
joint presentation with Victoria Police on “Speaking Up About Abuse” at the annual Having a Say Conference. As the NDIS rollout continues across the state, DSC is presenting at NDIS information sessions people with disability and their family members about their continued right to make a complaint about their disability services. “Best training session I have ever attended. Sam and Chris are an amazing and interesting team.” Disability support worker who attended complaints training In 2017-18 the expansion of DSC powers through the Disability Amendment Bill 2017 is expected to include the delivery of education and information about the prevention of and best practice responses to incidents of abuse and neglect in Victorian disability services. In 2016-17, DSC distributed: 9,355 promotional items 16,552 brochures and materials 4,558 materials in plain English 1,079 materials in accessible formats 2,020 complaints handling resources Page 19: Looking to the future The Victorian Government has committed to a number of the recommendations of the Final Report of the Victorian Parliamentary Inquiry into abuse in disability services. A number of these recommendations related to enhancing the powers and functions of the Disability Services Commissioner during the period that Victoria transitions to the NDIS. These recommendations have been included in the Disability Amendment Bill 2017 which, as at 30 June 2017, is being considered in the Victorian Parliament. To support these enhanced powers when the bill is passed, we have been expanding our workforce, updating and changing our policies and procedures and developing new partnerships to enact a stronger safeguarding framework for Victorians with a disability. The expected new powers have been noted below. Reviews of deaths in disability services DSC will be responsible for reviewing deaths that occur in Victorian disability services. Reviews will focus on identifying factors that may have contributed to the death including: health and support planning; risk management;
child visiting the sibling belonging. All information concerning a deceased sibling LEAVE. Relatives, including aunts, uncles, first cousins Names of relatives LEAVE: In general a person would know the names of all their relatives. Address and contact details LEAVE: In general, a person would know the address and contact details of their relatives. Letters written by the department, home, service or other organisations to the relatives or vice versa LEAVE: Unless it is assessed that release of information is reasonably likely to cause distress, that is – that the relative is reasonably likely to suffer a detriment (e.g. hurt, damage, loss) as a result of the information being released. Personal particulars relating to relatives eg education, domestic circumstances, activities that they are engaged in etc. DELETE: Most family members will not necessarily know these types of details about relatives and release of such information is reasonably likely to cause distress. Information about a relative’s personal, social or sexual habits or actions and disclosures DELETE: Most family members will not necessarily know these types of details about relatives and release of such information is reasonably likely to cause
participation” (Chaboyer et al, 2009, p. 140). By supporting the authors findings with similar studies who produced the same results strengthens the validity of their study, however, the reader would have liked to been better introduced to this primary source with a brief description of the type of study that was conducted. The authors also neglected to state the year of the study in the discussion section leaving the readers to flip to the reference section to find how recent the study was. The study by Timonen and Shivonen (2000) was published 9 years prior to Chaboyers’ et al. (2009) which is considered outside the relevant source time frame of five years. However, considering the problem statement being what it is, it further illustrates the lack of published studies and research on the topic of bedside handover. To support increased patient safety that was found as a result of implementing bedside handover the authors cite reasons surrounding the idea of “oncoming staff undertake this activity with input from outgoing staff” (Chaboyer et. al, 2009, p. 140). The authors cited that nurses were able to identify “missing information or ambiguous statements can be easily addressed…by scanning the patient, environment, and bedside chart” (p. 140). The authors continue by stating “the scan also appears to limit inconsistencies between the patients reported and actual condition, with visual sightings of the patient triggering questions and additional information (p. 140). The authors could have strengthened this result statement with statistics from quality indicators such as; medication errors, adverse outcomes, or other avoidable injuries prior to implementing bedside handover, and then the statistics of the same quality indicators following implementation as part of the six-month assessment. This would have provided the reader with concrete evidence of the statement made by the authors of increased patient safety being a result of bedside handover.
encouraged to promote safe workplaces by adapting workplace culture, practices and procedures. An accreditation framework was launched in July 2012 and will be piloted and evaluated over 16 months. The framework consists of three steps in which organisations participating in the pilot will be involved: Recognition—organisation is involved in the White Ribbon Ambassador program and commits to engage in the program. Accreditation—organisations working to bring about cultural change to prevent violence against women will self-assess against three standards: leadership and commitment; communication and training; practices and procedures. White Ribbon Workplaces leader—organisations are recognised as doing outstanding work to stop violence against women, in the organisation and the community. White Ribbon Australia has established a reference group of industry and sector experts, tested the accreditation framework with focus groups and an advisory group, and engaged with organisations and industry to encourage participation in the project. In September 2012, White Ribbon announced that an initial 18 organisations had committed to participating in the accreditation pilot. More information about the project can be found at . Employment-Related Policies and Guidelines—Collaborative Since July 2010, the Commonwealth Government has provided funding to the Australian Domestic and Family Violence Clearinghouse for the Safe at Home, Safe at Work? project to improve the knowledge and capacity of unions, employers and employer organisations to support employees experiencing domestic or family violence. This project aims to engage with Australian employers and unions to: inform them directly about domestic and family violence issues and the impacts for both workers and the workplace; build their capacity to support workers affected by domestic and family violence through the provision of training and resources; and examine ways to address this through collective bargaining. Key areas of work are to: develop a range of workplace provisions and practices to help people who have experienced domestic and family violence to remain in the workplace. This may include the negotiation of clauses in enterprise agreements which cover leave options, advance
Location Name: Nearby Communities: Senior Activity Manager: Monitoring Period: Date: Description of Mitigation Measure (same as in Table 2) Responsible Party for implementing and monitoring mitigation measures Monitoring Methods Estimated Cost of mitigation measures and monitoring Results Recommended Adjustments
MKT 3550 Exam (exam room needed); this is used for phlebotomy visit as well MKT 3550 CONSULT 1, 2, or 3 – only add if needed for RN/Phlebotomy visit, not for NGL Visit Type: Exam and Length of Visit Nursing and Length of Visit Phlebotomy and Length of Visit Conf Room and Length of Visit The CHPS RAC will schedule the visit in EPIC. NOTE: Budgets for industry-initiated studies will populate line items from the budget page for space, intensity level and supplies. All space should be scheduled in the RNOP35/RNO35 line. Note on the SPAC35/SPA35, INTENSITY LEVEL AND SUPPLY line items in Participant Tracking: MKT 3550 CHPS Outpatient and give appointment time. *Please note if specimen is being collected in Wood CHPS Outpatient area and being sent to the hospital clinical lab for analysis in the LOCATION enter Wood CHPS for each test the hospital lab is performing. If specimen is being collected in CHPS 3550 Market Street and sent to the hospital clinical lab for analysis, in the LOCATION enter MKT 3550 Lab for each test the hospital lab is performing. Please see the sample participant tracking form below showing an example of a CHPS (industry supported) outpatient study using CHPS space for a physician exam and outpatient nursing. NOTE: Investigators have to place medication or the lab orders into the Wood CHPS HOD or the PI must scan the signed protocol menu page into the patient EPIC record. If PI is unable to put in lab or medication orders or the protocol is not attached to the EPIC record, please contact CHPS Staff.
Company Overview. (n.d.). The Walt Disney Company. Retrieve from http://thewaltdisneycompany.com/about-disney/company- overview Disney In Tokyo And Paris. (n.d.) 123HelpMe.com. 28 Oct 2013 http://www.123HelpMe.com/view.asp?id=164635. Disney Vacation Planner. (2006, July 4). The History of Disneyland Paris. Retrieved from http://www.solarius.com/dvp/dlp/dlp-history.htm DIS's Competition by Segment and its Market Share. (n.d.). Financial Intelligence Company. Retrieved from http://csimarket.com/stocks/competitionSEG2.php?code=DIS Euro Disney Creditors Weigh Restructure; Stock Plunges. (1993, Nov. 25). Los Angeles Times. Retrieved from Gail Counsell & Bloomberg. (1993, Oct.15). Euro Disney brings down prices:Analysts Doubt changes will solve the company’s problems. Retrieved from History. (2013). Hong Kong Disneyland Source. Retrieved from http://www.hkdlsource.com/park/history
Rents – accommodation payments often represent substantial proportions of a welfare recipient’s regular income. Some stories were provided of participants whose private landlords would only accept payment in cash or forms that were not easily able to be met by CDCT participants, resulting in difficulties meeting tenancy requirements.
READING #2: Read the schedule answer the questions that follow. GRUPO 1010 LUNES MARTES MIÉRCOLES JUEVES VIERNES 07:00-8:00 hrs BIOLOGÍA Nelly Torres QUÍMICA Rebeca del Río BIOLOGÍA Nelly Torres QUÍMICA Rebeca del Río BIOLOGÍA Nelly Torres 08:00-9:00 hrs BIOLOGÍA (en el laboratorio) QUÍMICA (en el laboratorio) BIOLOGÍA (en el laboratorio) QUÍMICA (en el laboratorio) QUÍMICA Rebeca del Río 09:00-09:30 hrs DESCANSO 09:30-10:30 hrs ÁLEGBRA Gabriel Martinez GEOMETRÍA Rosalinda Balam ÁLEGBRA Gabriel Martinez GEOMETRÍA Rosalinda Balam GEOMETRÍA Rosalinda Balam 10:30-11:30 hrs ESTUDIOS SOCIALES Alejandra Cárdenas HISTORIA Rebeca del Río ESTUDIOS SOCIALES Alejandra Cárdenas HISTORIA Rebeca del Río HISTORIA Rebeca del Río 11:30-12:30 hrs ALMUERZO y DESCANSO 12:30-13:30 hrs FOTOGRAFÍA Andrés Cordero Tecnología María José Cuevas FOTOGRAFÍA Andrés Cordero TECNOLOGÍA María José Cuevas INGLÉS Allison Smith 13:30-14:30 hrs INGLÉS Allison Smith ESPAÑOL Elena Pérez INGLÉS Allison Smith ESPAÑOL Elena Pérez ESPAÑOL Elena Pérez What is the focus of this school? photography and arts math and sciences computer and technology all the above What time do the students get a break? 13:30-14:30 08:00-9:00 09:00-09:30 12:30-13:30 Which class is NOT on Mondays? Biology English History Photography Which class is NOT on Thursdays? Biology Spanish Geometry History
Medicinal Chemistry III (Course code: 0510411) Final Examination B Pharm, Semester – 1, 2016/2017 VENUE – 620 Date: 25/1/2017, Time: 1-3 pm Section-1 Class Roll No. Students Name (Section-1) Student ID Exam Hall 1 Mohammad Yaseen Marie 201211357 620 2 Roa'a Saleh Alkhaldi 201220006 620 3 Aws Raed Mohammad 201220095 620 4 Sarah khaleel abu baker 201220289 620 5 Mahmoud Adnan mahmoud 201220354 620 6 Abed Al-salam Al-Shawa 201220398 620 7 Mohammad abd alnaser al karmy 201220499 620 8 Yahya hisham mahmoud 201220577 620 9 Dania ayman al ess 201310023 620 10 Reem adnan al darwish 201310028 620 11 Alhasan ali mahdi 201310117 620 12 Asmaa naseem abu safa 201310152 620 13 Esraa mohammad nader 201310186 620 14 Laith ramadan kafafi 201310201 620 15 Rola atef ali 201310214 620 16 Shatha ali Al-yahya 201310334 620 17 Esraa maher al rayyan 201310373 620 18 Abdul rahman mustafa akkash 201310390 620 19 Abbas akram khaleel/Alkhatba 201310438 620 20 Afnan jamal mohammad 201310663 620 21 Leen saed sulaiman 201310768 620 22 Shurooq almasri 201310796 620 23 Ayman faris faisal 201310837 620 24 Qusai thoqan ali/ alrashdan 201310986 620 25 Marwa mohammad waleed 201311001 620 26 Safa mohammad waleed/ Al-Hussaini 201311002 620 27 Bayan omar Abu Alfa 201311007 620 28 Mariam numan mohammad 201311029 620 29 Wesal emad kamel Aba Alfa 201311051 620 Medicinal Chemistry III (Course code: 0510411)
53. “No physicians are poverty-stricken. Some residents of Chicago are MD’s. Therefore, some Chicagoans are not poor.”What, if anything, must be done to put this syllogism in the proper form to test it for validity? 54. Either I keep eating beef and get a heart attack, or I quit and eat yucky vegetables. Since I know I must either eat beef or not, I know I will be stuck either with yucky vegetables or a heart attack.” To escape between the horns of this dilemma, you might argue: 55. Do the following two arguments share the same argument form? “If wishes were horses, beggars could ride; beggars cannot ride; so wishes are not horses.” “If price fixing becomes a common practice, the consumer will lose choices and taxpayers will be burdened with debt. We do not want consumers to lose choices and be burdened with debt, so we know that we should not allow price fixing.” Bonus: Develop three valid syllogisms of your own.
A) large veins B) venules C) arterioles D) small veins E) precapillary sphincters 31) Veins are much more easily distended under pressure than are arteries ________. A) because their walls are thinner and contain a lower proportion of smooth muscle fibers B) because of vasoconstriction C) because their walls are thicker, and veins contain a greater proportion of elastic fibers and collagen D) only in a few specialized cases E) because the lumen of veins is much smaller than the lumen of arteries of similar diameter 32) The first paired branches of the abdominal aorta are the ________. A) inferior phrenic arteries B) superior mesenteric arteries C) gonadal arteries D) renal arteries E) common iliac arteries 33) The azygous and hemiazygous veins are the chief collecting veins of the ________. A) head and neck B) pelvis C) upper limbs D) lower limbs E) Thoracic wall 34) In fetal circulation, blood may bypass the pulmonary circuit by passing from the pulmonary trunk to the aorta through the short muscular vessel known as the ________. A) fossa ovale B) ligamentum arteriosum C) ductus venosus D) ductus arteriosus E) umbilical arteries 35) Components of the lymphatic system include the:
School Year School-Specific Goals Result Rating 2013-2014 All primary students will achieve annual individual growth goals in mathematics on a yearly basis. 93.9% ES All students will develop the character strengths necessary to achieve at a college-prep school. 92% MS Overall, Christel House Academy South received a Meets Standard on the OEI performance framework and for the charter renewal rating. Core Question 2: Is the organization in sound fiscal health? The Financial Performance Framework, outlined in Core Question 2, gauges both near term financial health and longer term financial sustainability while accounting for key financial reporting requirements. It is worth noting that the Office of Education Innovation reorganized the performance framework in 2012, and some indicators may not have four years of complete data, or may be based on more than one measure of data. Financial Evaluation from 2010-2012 2.1. Is the school in sound financial health? Indicator Targets Does not meet standard The school presents concerns in three or more of the following areas: a) its state financial audits (e.g., presence of “significant findings”); b) its financial staffing and systems; c) its success in achieving a balanced budget over the past three years; d) the adequacy of its projections of revenues and expenses for the next three years; e) its fulfillment of financial reporting requirements under Sections and 17 of the charter agreement. Approaching standard The school presents significant concerns in one or two of the following areas: a) its state financial audits (e.g., presence of “significant findings”); b) its financial staffing and systems; c) its success in achieving a balanced budget over the past three years; d) the adequacy of its projections of revenues and expenses for the next three years; e) its fulfillment of financial reporting requirements under Sections and 17 of the charter agreement. Meets standard The school presents significant concerns in no more than one of the following areas: a) its state financial audits (e.g., presence of “significant findings”); b) its financial staffing and systems; c) its success in achieving a balanced budget over the past three years; d) the adequacy of its projections of revenues and expenses for the next three years; e) its fulfillment of financial reporting requirements under Sections and 17 of the charter agreement. In addition, if the school presents significant concerns in one area, it has a credible plan for addressing the concern that has been approved by the Mayor’s Office.
17. Cell membranes have a specific charge difference from one side of the bilayer to the other. Which of the below is true with respect to the structure of the phospholipid bilayer? a. phospholipid heads are non-polar and the fatty acid tails are polar b. phospholipid heads are polar and the fatty acid tails are non-polar c. fatty acid tails are attracted to the aqueous environments inside and outside the cell d. phospholipid heads are attracted to the aqueous environments inside and outside the cell e. both b & d are correct 18. For active transport to occur, what important chemical energy molecule is required? a. glucose b. ATP c. chloroplasts d. mitochondria e. both a & b 19. In discussing the chances of overdosing on vitamins, what about the structure of a cell membrane will make the overdose on vitamin C different than that of vitamins A, D, E, or K? a. water soluble, or polar vitamins can easily pass through the membrane b. lipid-based vitamins cannot pass through the membrane due to their polar charge c. non-polar fatty acid tails within the cell membrane allow lipid-based vitamins to easily pass d. polar phospholipid heads easily allow the water soluble, or polar vitamins to pass into the cell e. none of the above 20. Which of the following is NOT a major function of membrane proteins? a. cell surface identity marker b. transporter c. cell surface receptor d. enzyme factory e. site for enzyme activity 21. Of the four major carbon-based molecules of life, which of these makes up DNA and RNA? a. protein b. carbohydrate c. nucleic acid d. lipid 22. Of the four major carbon-based molecules of life, which of these is the glucose we store for energy?
State Agencies/Organizations Using CHWs GRID Organization and Contact Information Title of Program and Funding Source Strategies/Activities Involving CHWs Focus of CHW work i.e., chronic disease, infant mortality, etc. Ohio Department of Health Michele Shough State and Local Actions to Prevent Obesity, Diabetes, and Heart Disease and Stroke Funding Source: CDC Increase engagement of CHWs to promote linkages between health systems and community resources for adults with high blood pressure and adults with prediabetes or at high risk for type 2 diabetes (state and local level activity). Chronic disease prevention and management Ohio Department of Health Ann Weidenbenner State Public Health Actions to Prevent and Control Diabetes, Heart Disease, Obesity and Associated Risk Factors and Promote School Health Funding Source: CDC Increase engagement of CHWs in the provision of self-management programs and on-going support for adults with diabetes. Increase engagement of CHWs to promote linkages between health systems and community resources for adults with high blood pressure (state level activity). Chronic disease prevention and management American Cancer Society Anna Fetzer, Sr. Manager, Primary Care Systems Community Health Initiatives: Community Health Worker Online Trainings Breast Cancer- Sharing the Importance of Screening (English and Spanish) Colorectal Cancer- delivering a Life-Saving Message (English and Spanish) Motivational Interviewing- How to help people make Health Changes (English and Spanish) Cancer prevention and early detection Ohio Family to Family Nithya Narayan Ohio F2F Coordinator/ Southern Ohio Family Specialist Amy Clawson, Norther Ohio Family Specialist Ohio F2F helps families of children with disabilities and special health care needs navigate the health care system and find answers to their questions. Disseminate OHIO F2F materials and Information about CYSHCN at statewide, regional and local conferences, meetings and health fairs. Increase connections with (healthcare/insurance) professionals/professional organizations Information dissemination Ohio F2F helps families of children with disabilities and special health care needs navigate the
Clomicalm 5 mg. Bottle 1 Ea $ Clomipramine 75 mg. 1 Ea $ Clomipramine Hydrochloride #1 1 Ea $ Clotrimazole Solution 1oz. 1 Ea $ Constulose Solution 1 Qt. 1 Ea $ Cosequin DS Chew 250 ct. Bottle 1 Ea $ Cyclophosphamide 50 mg. Tablets 1 Ea $ Cyclosporin Drops 0.2%, 10m. Bottle 1 Ea $ Cyclosporin 100mg. Capsules 1 Ea $ Cyclosporin 25mg. Capsules, 30 ct. Bottle 1 Ea $ Cyclosporin Opth Ointment 1 Ea $ Cyproheptadine, 2mg. 1 Ea $ Darbopoetin, Bottle 1 Ea $ Dasuquin w/MSM Sm/Med 150 ct. 1 Ea $ Denamarin 225mg / 30 Tablets 1 Ea $ Denamarin 425mg / 30 Tablets 1 Ea $ Denamarin 90mg / 30 Tablets 1 Ea $ Denamarin Chewable 225mg / 30 Tablets 1 Ea $ Denosyl 425 mg. 30 ct. 1 Ea $ Deramaxx 425 mg. 30 ct. Bottle 1 Ea $ Deramaxx 100 mg. 30 ct. Bottle 1 Ea $ Deramaxx 100 mg. Each 1 Ea $ Deramaxx 25 mg. 30 ct. Bottle 1 Ea $ Deramaxx 25 mg. 90 ct. Bottle 1 Ea $ Deramaxx 25 mg. Each 1 Ea $ Deramaxx 75 mg. Each 1 Ea $
Dependent Variable Condition Mean Deviation Saltiness Sour Cream 2.53 1.02 Fat Free Sour Cream 2.67 0.79 Fat free Greek Yogurt 2.60 1.02 Silken tofu 1.73 0.57 Sourness Sour Cream 2.87 1.26 Fat Free Sour Cream 2.93 1.00 Fat free Greek Yogurt 3.33 1.14 Silken tofu 2.00 0.63 Creaminess Sour Cream 3.20 0.91 Fat Free Sour Cream 2.87 1.20 Fat free Greek Yogurt Silken Tofu 3.13 2.26 0.96 0.77 With the high level of standard deviations, it is also important to realize that many people may have different opinions concerning which variable is the most desirable in regards to saltiness, sourness, and creaminess. This difference in opinion is also obvious through observing the scorecards. Because the standard deviations are rather high, it is important to note the
12 34 mg mg mg Riboflavin 0.692 mg 0.275 mg 2.38 mg Not given 0 mg 0 mg 0.001 mg 0 mg 0.094 mg 0.28 mg mg 1.245 mg Niacin 0.439 mg 13.481 mg 186.65 mg Not given 0.093 mg 0 mg 0.006 mg 0 mg 2.16 mg 0.06 mg mg 67.682 mg Pantothenic acid 1.352 mg 1.810 mg 91.97 mg Not given 0.129 mg 0 mg 0.006 mg 0 mg 0.16 mg 0.312 mg mg 31.917 mg Vitamin B-6 0.229 mg 0.745 mg 6.92 mg Not given 0.150 mg 0 mg 0.013 mg 0 mg 0.32 mg 0.056 mg mg 2.820 mg Folate, total 28 mcg 9 mcg 1361 mcg Not given 16 mcg 0 mcg 0 mcg 0 mcg 0 mcg 7 mcg 14 mcg mg Vitamin 1.13 mcg 0.62 mcg 0 mcg Not given 0 mcg 0 mcg 0 mcg 0 mcg 0 mcg 0 mcg 0.63 mcg 2.38 mg Vitamin A, IU 2508 IU 249 IU 0 IU 50 IU 0 IU 400 IU 0 IU 0 IU 0 IU 3 IU 758 IU IU Vitamin E 1.77 mg 0.55 mg 1.13 mg Not given 0.02 mg 0 mg 0.01 mg 0.02 mg 0.4 mg 0.22 mg 4.63 mg Vitamin D 56 IU 11 IU 907 IU Not given 0 IU 0 IU 0 IU 0 IU 0 IU 0 IU 18 IU 992 IU Vitamin K 7.2 mcg 3.8 mcg 0 mcg Not given 0.4 mcg 1.4 mcg 0 mcg 0 mcg 0.7 mcg 0 mcg 2.1 mcg mcg
12 Vitamin Not given 0.62 mcg 0 mcg Not given 0 mcg 0 mcg 0 mcg 0 mcg 0 mcg 0 mcg 0.63 mcg 1.25 g 0.4167 g Vitamin A, IU 0 g 249 IU 0 IU 50 IU 0 IU 400 IU 0 IU 0 IU 0 IU 3 IU 758 IU 1460 g 486.67 g Vitamin E Not given 0.55 mg 1.13 mg Not given 0.02 mg 0 mg 0.01 mg 0.02 mg 0.4 mg 0.22 mg 2.86 g Vitamin D Not given 11 IU 907 IU Not given 0 IU 0 IU 0 IU 0 IU 0 IU 0 IU 18 IU 936 g 312 g Vitamin K Not given 3.8 mcg 0 mcg Not given 0.4 mcg 1.4 mcg 0 mcg 0 mcg 0.7 mcg 0 mcg 2.1mcg 337.34 g
Derivative For this problem, we will modeling data from school districts in Texas. The data was obtained from the Texas Education Agency. Source: Consider the following: Response: 4 Year Graduation Rate Potential predictor variables: Identified in the table below. Usual form for the mean and variance function. Possible predictor variables that will be considered initially are listed here. We will ignore the demographic variables for now. Variable Role DistrictName Demographic CountyNumberName Demographic Region Demographic DistictSize Demographic CommunityType Demographic WealthIndictor Demographic TAXRATE Demographic AccountabilityRating Demographic %AfricianAmerican Students Predictor %Hispanic Students Predictor %White Students Predictor %AmericanIndian Students Predictor %Asian Students Predictor %EconomicDisadvantaged Students Predictor %EnglishLanguageLearners Students Predictor %SpecialEd Students Predictor %Billingual/ESL Students Predictor %CareerTechnical Students Predictor %GiftedTalented Students Predictor AttendenceRate Predictor DropOutRate Predictor 4YearGradRate Response STAAR%Level2orHigherALL (Standardized tests) Predictor %CollegeAdmitted Predictor SATAverage Predictor ACTAverage Predictor SalaryTeacherAvg Predictor StudentsPerTeacher Predictor Teacher%5orFewerYrsExp Predictor TeacherAvgYearExp Predictor TeacherTurnoverRate Predictor RevenuePerPupil Predictor ExpendituresActualPerPupil Predictor Expenditures%Athletics Predictor
SECTION V: School budget from the Previous Year and a Proposed Budget for the Innovations being Implemented The budget below illustrates the current year’s budget plan along with some proposed figures for the school year. This budget is a rough outline of some of the possibilities we have to adjust. Additional money has been moved to technology expenses and staff professional development in anticipation of the approval of the Innovations related to curriculum and technology. The budget also projects a 10% reduction in anticipation of further cuts coming from the state level. The budget process for Falcon Middle School will become a collaborative effort between administration, staff, and the School Advisory Committee to determine true budget amounts for the upcoming school year. All of the Innovation factors will be taken into account to ensure the programs are implemented with fidelity and that we are meeting the instructional needs of our students. This budget is subject to change as new figures come in from the state and district level, along with changes in costs related to various purchases for technology and curriculum for the upcoming year. Please see the current and projected budget on the following page.
SECTION IX: Listing of Statutory, Regulatory, and District Policy Requirements that need to be Waived Colorado Revised Statutes To enhance the ability of Falcon Middle School to innovate, we request the following Colorado Revised Statutes to be waived: C.R.S. Title/Subject Substantive/Delegation Rationale/Replacement Plan 22-32-109 (t) Determine educational program and prescribe textbooks Delegates authority to the school to establish an educational program and textbooks, and require the school to align its instructional program to state and local standards School educational program is described in the Innovation Plan. School will be able to adapt its instructional program in alignment with state standards. District Policies In addition, we request the following District Policies to be waived: IGA Curriculum Development Delegates authority to Falcon Middle School to develop curriculum which meets/exceeds State Standards Building Leadership Teams will develop and utilize a collaborative process to create
References "Board Policies." Falcon School District 49. Falcon District 29, 29/09/2011. Web. 29 Sep 2011. <http://falcon49.schoolfusion.us/modules/cms/pages.phtml?pageid=243780&sessionid=dab5706f 7023157a34355e8ff2fd891&sessionid=dab5706fb7023157a34355e8ff2fd891>. "Colorado Department of Education." Guidance for Implementation of the Innovation Schools Act. Department of Education , 08/2010. Web. 29 Sep 2011. <>. Guskey, Thomas. "Helping Standards Make the Grade." Educational Leadership. 59.20-7 (2001): n. page. Web. 29 Sep. 2011. <http://course1.winona.edu/lgray/el626/Articlesonline/Guskey_helping.html>. Wolf, Mary Ann. "Innovate to Educate: System [Re]Design for Personalized Learning." 2010 SIIA CCSSO-ASCD Symposium . (2010): 1-44. Print.
Curriculum and Instruction Common Core State Standards (CCSS) The process of implementing the Common Core State Standards (CCSS) affects every area in education. Increasing the complexity is the need to align CCSS with the LCFF and LCAP and with assessments. Common Core State Standards represent a sea change in teaching and learning in California’s schools. It changes what students learn, how teachers teach, and how student learning is assessed. It also changes how teachers are evaluated. In , conducted, by Stanford’s Milbrey McLaughlin, teachers and administrators expressed a wide range of concerns regarding implementation. One of the most significant findings of the report is that local educators feel unprepared and generally unsupported in their efforts to implement CCSS. The study notes that local leaders lament the absence of local frameworks and a comprehensive vision of teaching and learning. According to the findings, few districts have developed a comprehensive design to inform instruction, and the instructional modules selected by teachers do not always sum to a coherent approach to teaching and learning. At the top of the list of practitioners’ implementation concerns was the availability and quality of CCSS compatible curriculum materials. In addition to problems related to curriculum development and instructional materials, there were a host of human capital concerns. They included concerns about the capacity of teachers to make the necessary changes and to carry out the kinds of teaching that CCSS requires as well as concerns about district and school leadership in support of those changes. Teachers expressed a lack of confidence in their own skills and knowledge. The concern was echoed in a Public Policy Institute of California (PPIC) survey which found that three-quarters of respondents, including 80 percent of parents, are concerned that teachers are unprepared to implement CCSS. Another critical finding in the McLaughlin study is the uncertainty about the ability of local administrators to design and lead change. McLaughlin’s study pointed also to three “implementation hot-spots”, implementation issues across multiple school districts. They are the following: Middle school curricula and competencies: educational and practical issues associated with the new math curriculum sequence. Integration and alignment among and between feeder elementary, middle, and high schools. Mathematics as the trouble spot in CCSS; standard will be difficult for teachers to unpack and teach.
Review and Update of the World Bank’s Environmental and Social Safeguard Policies Phase 3 Feedback Summary Date: December 14, 2015 Location (City, Country): Kabul, Afghanistan Audience: Development partners (donors) ESF Issue Items Feedback Vision Human Rights Approach to human rights in the ESF We would like to see strengthened references to existing human rights agreements in the proposed ES Framework. ESP/ ESS1 Non-discrimination and vulnerable groups Explicit listing of specific vulnerable groups by type/name (age, gender, ethnicity, religion, physical, mental or other disability, social, civic or health status, sexual orientation, gender identity, economic disadvantages or indigenous status, and/or dependence on unique natural resources) Specific aspects of the principle in complex social and political contexts, including where recognition of certain groups is not in accordance with national law It is welcome that the proposed ESF has gender aspects firmly anchored and will promote their application across Bank-financed operations. The proposed ES Framework should contribute to mainstream gender and non-discrimination into Bank-financed operations, and ensure the ESS prevail where there are discrepancies with domestic legislation.
ESS1 Assessment and management of environmental and social risks and impacts Assessment and nature of cumulative and indirect impacts to be taken into account Treatment of cumulative and indirect impacts when identified in the assessment of the project Establishing project boundaries and the applicability of the ESSs to Associated Facilities, contractors, primary suppliers, FI subprojects and directly funded sub-projects Circumstances under which the Bank will determine whether the Borrower will be required to retain independent third party specialists In the proposed ES Framework, there should be a reference to EMP [Note: this seemed rather an issue of terminology, as the ESMP specified in ESS1 really means an instrument tailored to project / site specific conditions]. Clarification was sought on some details going beyond the purpose and scope of the ESS, e.g. on the calculation model to be applied on ecological flows in hydropower projects. Environmental and Social Commitment Plan (ESCP) Legal standing of the ESCP and implications of changes to the ESCP as part of the legal agreement N/A ESS2 Labor and working conditions Definition and necessity of and requirements for managing labor employed by certain third parties (brokers, agents and intermediaries) Application and implementation impacts of certain labor requirements to contractors, community and voluntary labor and primary suppliers The inclusion of labor standard in the ESF was generally and universally welcomed.
Administrators will use staff meeting time to present and discuss one domain every two months. Each component of the domains will be “unwrapped”. Administrators will use Framework for Teaching as a filter and guide when performing walk-through protocols. District will plan an early release proposal during the 2010-2011 school year to be implemented in the 2011-2012 school year. A designated amount of early release time would be dedicated to continued education about the Framework for Teaching. In-Service professional development time will be dedicated to these efforts as well. Up to three of our ten schools will pilot the evaluation system during the 2010-2011 school year. By 2011-2012 we will plan to implement the new and improved evaluation system district-wide. Professional Development Standards Are Critical to All Blueprints Blueprints Connection to Performance Evaluation Career Paths The advancement of a teacher’s career is based upon the Professional Growth Plan designed by the teacher which is tied to performance standards, or FFT Professional Development The performance standards or FFT are aligned with individual, school, and district goals, upon which professional development is based Compensation Advancement to the Resource Level correlates with additional compensation. Resource Level teachers must be proficient to distinguished in order to attain Resource Level status. Performance Evaluation System Linkages to Class Design Principles Class Design Principles Performance Evaluation System Links Student Achievement The standards for performance (as outlined in the FFT) are directly correlated with the promotion of student learning and growth Collaborative Relationships The coaching/mentoring component (w/ peers and administration) promotes a collaborative culture Attract and Retain Highly Effective Staff One of the characteristics of highly effective staff is that they seek out continuous professional growth. The proposed performance evaluation system structure and design encourages, rewards, and facilitates continuous professional growth. Employee Knowledge and Skills The components and elements in each domain clearly define levels of performance. The FFT as a
know whom you would call in case of emergency. Some field scientists have emergency evacuation insurance. Provisions: Do you have enough food and water for every person on the team? Without enough freshwater, your expedition would quickly be over. Scientists sometimes bring water filters or iodine tablets so they can drink water from local sources like streams and rivers without getting sick. Water can be very heavy, so in many instances, this is the best option. Critters: Before working in a new study area scientists need to familiarize themselves with the critters that live in the area. Are there scorpions, poisons snakes, cougars, grizzly bears etc., and if so, how do you best handle an encounter with these creatures? Bear safety is particularly important when working in the northern latitudes. Clothing Because scientist travel to remote regions they need to be prepared for harsh conditions and exposure. A waterproof shell jacket is essential, as are layers to keep warm and dry. In the northern latitudes conditions can be mild, say 70 degrees, or you can wakeup with snow on your tent. Scientists need to be prepared for heat, cold, rain and snow, depending on where they work. Good sturdy shoes can also be very helpful. Stop and Think 2.8 Briefly describe some of the major goals of the NSF research area (also called a division) that you selected. Answers will vary. 2.9 Briefly describe the project described in the news article you reviewed. Answers will vary. Part 3 – Heading Up an Expedition 3. Student table Name of site Investigator Latitude Longitude 4. List answers to science mission details here. Answers will vary. 6. Place your summary of the paper you chose here. Title:
Bank Accounts 23 Bank Reconciliation 24 Resale Inventory 26 General Fixed Assets 28 Financial Statements 29 Chart of Accounts 30 Audit Requirements Misuse of Chapter Funds or Assets VIII. Definitions 31 IX. Appendixes 34 Monthly Monitoring Form 35 Budget Forms 38 Budget Revision Request Form 44 Universal Petty Cash Envelope 45 Petty Cash Voucher 46 Fund Approval Form 47 Purchase Card Authorization Form 48 Purchase Card Authorization for Reoccurring Purchases Form 50 Credit Card Policy 51 Travel Expense Log 54 Fuel Log Sheet 55 Work Site Sign-In Sheet 56 Timesheet 57 Check Sign Out Sheet 58 Travel Request Form 59 Travel Authorization Form 60 Trip Expense Report Packet 61 Scholarship Policy and Application Form 66 Housing Discretionary Policy and Application Form 79 Funeral/Burial Assistance Policy and Application Form 93 Home Site Lease Assistance Policy and Application Form 96 Emergency Assistance Application 102 Veterans Assistance Policy and Application Form 103 Bank Transfer Form 107 Stop Payment/Void Check Form 108 Perpetual Inventory Sheet 109 Physical Inventory Sheet 110 Depreciation Form 111 Chart of Accounts 112 BÁÁHÁÁLÍ CHAPTER FISCAL POLICIES AND PROCEDURES MANUAL AUTHORIZATION
[To be inserted.] EXHIBIT A-1 Description and Depiction of the Site [To be inserted.] EXHIBIT B Description of the System [To be inserted.] EXHIBIT C Early Termination Fee [To be inserted.] The Early Termination Fee shall be calculated in accordance with the following: Column 1 Early Termination Occurs in Year [of Term] Early Termination Fee Where Host Customer Does Not Take Title to System (includes removal costs) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19