zilongwang/ReadingBank huggingface dataset:
agitation agitate agitated Alzheimer's Alzheimer's (disease) ambulation ambulate ambulating amputees amputate amputated anxiety anxious aphasia aphasic arthritis arthritic aseptic NOUNS VERBS ADJECTIVES ADVERBS NOTES axillary temperature back strain
confidentiality confidential confusion confuse confused congestive heart failure constipation constipate constipated constriction constrict constricted NOUNS VERBS ADJECTIVES ADVERBS NOTES contamination contaminate contaminated contracture COPD cuffs cuff cuffed CVA decubitus ulcer
degrees dehydration dehydrate dehydrated dementia denial deny depression depress depressed NOUNS VERBS ADJECTIVES ADVERBS NOTES diabetes diabetic dialysis diastolic digestion digest digestive disinfection disinfect disinfected
disorientation disorient disoriented documentation document documented dressing dress dressed dysphagia edema NOUNS VERBS ADJECTIVES ADVERBS NOTES elastic stockings elevation elevate elevated elimination eliminate eliminated empathy empathetic emphysema ethics ethical
rectum rectal NOUNS VERBS ADJECTIVES ADVERBS NOTES rehabilitation rehabilitate rehabilitated repositioning reposition repositioned respiration respiratory restorative care restraints restrain scabies scale schedule schedule secretions secrete secreted security secure secure seizure
Australian Government Department of Agriculture and Water Resources - Veterinary Health Certificate for cats exported from mainland Australia to Norfolk Island To be completed by a registered veterinarian. A separate certificate must be completed for each cat. Please see additional notes on page 3 for further information. 1. Animal details Name of animal: Date of birth/Age: Sex: (mark with an X in the appropriate box)  Male  Neutered male  Female  Neutered Pregnant female Microchip number(s): Site(s) of microchip(s) in the animal: Scheduled date of export: Scheduled flight number: 2. Test / treatment record External parasite treatments Treatment date (dd/mm/yyyy) Product name, active ingredient(s), dose rate The cat was treated for external parasites by a registered veterinarian with a product that effectively kills ticks and fleas on contact within 5 days of the scheduled time of export. The product must be protective for the entire period from treatment until export. Internal parasite treatment Treatment date (dd/mm/yyyy) Product name, active ingredient(s), dose rate The cat was treated for internal parasites by a registered veterinarian with a product effective against nematodes (roundworms) and cestodes (tapeworms) within 5 days prior to export. Vaccination Vaccination date (dd/mm/yyyy) Vaccine The cat was fully vaccinated, in accordance with manufacturer directions, against feline enteritis.
Care Home - Health and Care Summary Record To be completed when a new resident arrives at a Care Home in Lambeth and Southwark To be reviewed and updated at regular intervals to ensure it is up to date To be included within the Red Bag in an emergency if a resident is being taken to hospital Date of admission to Care Home: This form was initially completed on (DD/MM/YYYY): If information in this form has been updated since the original completion, please note in individual sections Resident’s name: Preferred name: Date of birth: Gender: NHS number: Care Home - Health and Care Summary Record Care home details Name: Address: Unit/floor: Next of Kin information: Name: Relationship: Contact details: Is there a legal Power of Attorney for: Health and Welfare?: Yes/No Name: Contact details: Property and Finance?: Yes/No Name: Contact Details: Funding arrangements (CCG/Local Authority/Self-funder/Other)? Religion / Spirituality / Culture: Details of GP (in case clarification required regarding medication, PMH): Other key professionals involved in care (please give name, role, and contact details): Is there a current DOLS in place? Yes / No Is there a named IMCA or Advocate? Yes / No If yes, provide a name and contact details: Safeguarding Updated on: Are there any ongoing safeguarding concerns? Yes / No Comments / actions:
Mental Health Young Persons Unit 775 145 630 - - Nov 2013 2013-14 Capital Works Program cont. Controlled Estimated Estimated 2013-14 2014-15 2015-16 Physical Total Expenditure Financing Financing Financing Completion Cost Pre 2013-14 Date $’000 $’000 $’000 $’000 $’000 Works in Progress Cont. Women and Children's Hospital 111,060 90,878 20,182 - - Nov 2013 New Gungahlin Health Centre3 18,000 17,520 480 - - Aug 2012 Refurbishment of Health Centre – Tuggeranong 5,000 2,425 2,575 - - Jun 2014 Provision for Project Definition Planning 59,040 55,777 3,263 - - Jun 2014 Adult Acute Mental Health Inpatient Unit2 28,480 28,280 200 - - Apr 2012 Adult Secure Mental Health Unit (Forward Design)2 1,200 741 459 - - Jun 2013 Adult Secure Mental Health Unit (Finalising Design)2 2,000 - 1,500 500 - Jun 2014 New Multistorey Car Park TCH2 42,720 42,137 583 - - Jun 2013 Aboriginal Torres Strait Islander Residential Alcohol and Other Drug Rehabilitation Facility 7,933 1,239 2,677 3,017 1,000 Aug 2015 Prior Year Upgrades Building Upgrades to address Condition Report findings including Works to Bathrooms, Plumbing and Other Works 580 540 40 - - Fire/Safety/Security Upgrades to address outcomes of Fire reports, Improve Access Control to Plant Rooms, Upgrade Flooring and Other Works 352 272 80 - - Medical Facilities Upgrades including at the Emergency Department, Child and Mental Health Facilities 520 470 50 - - Facilities Improvements to Patient Accommodation at the Canberra Hospital 620 520 100 - - Ambulatory Care Improvements at the Canberra Hospital including the Respitory Medicine and Gastroenterology Areas 680 430 250 - - Augmentation of Medical and Administrative Offices to meet Organisational Change and Growth 420 350 70 - - Total Works in Progress 480,452 304,775 130,998 43,679 1,000 Total Controlled Capital Works 555,948 304,775 172,287 72,924 3,292 Notes: An additional $2.667 million is forecast for the 2016-17 financial year. This funding profile reflects the expected timing of payments. These projects are completed but are in defects liability period.
Ask about bringing a Zumba instructor with them Sola Life & Fitness (Beaumont) 1-248 267-5600 1555 East South Boulevard, Rochester Hills, MI Optometry Services Golden Gate Optical 1-248-689-0213 2943 E BIG BEAVER RD. TROY, MI 48083 Greenberg Laser Eye Center 3001 W. Big Beaver Rd. Suite 105, Troy, MI 48084 1-888-527-3720 or 1-248-649-2820 Zumba Instructor: Debbie Lim She holds classes around the Detroit area Professional Organizing Order Restored, L.L.C. 1-248-739-1503 Please, please, tell them "I found you on FindMyOrganizer.com!". Organize Your World 1-248-726-7096 Rochester Hills, Michigan Would be very willing to do luncheon learns or a series of luncheon learns LIVE ENTERTAINMENT Pato Jr. Margetic
Aid Policy Tests This means that DFAT Health diplomacy and investments will…. Considerations/criteria Pursuing national interest and extending Australia’s influence • prioritise low and lower countries in the Pacific region • reflect Australia’s broader strategic and political priorities and comparative advantage (e.g. geographic proximity and priority relationships) • promote regional security, stability and prosperity through addressing health related development and economic risks • Are public health issues, antimicrobial resistance in the region and future epidemics a potential threat to Australia’s interests? • Can Australia be a significant and valuable health player in the region? • Does the investment benefit DFAT’s priority countries in the Indo-Pacific region? Does it benefit countries in Southeast Asia and the Pacific in particular? • Is health a priority sector in the relevant DFAT country and regional Aid Investment Plans? • Does the investment prevent or mitigate a public health threat to Australia, to the region, and and globally? • Does the investment prevent health-related instability in the region and thereby contribute to economic and human development? • Does the investment promote a regional solution to cross-border disease threats, such as antimicrobial resistance in the region?
Impact on promoting growth and reducing poverty • target health system constraints to address countries’ priority health challenges including tackling diseases and establishing social safety nets that target the poorest and most vulnerable populations • influence countries’ domestic policy and resource allocation across sectors to maximise health impact for the poor • maximise the potential of the private / non-state sector at the national, regional and global level to achieve better population health • effectively address gender equality and empowerment of women and girls • Is poor health limiting partner countries’ progress with economic growth and poverty reduction? • Does the investment focus on benefitting the poor? Who will benefit? What is the evidence for this? (e.g. Demographic and Household Survey data, global literature) • Is the health issue being addressed known to impact economic growth (e.g. the impact of illness and death on economically active adults)? • How will this investment affect out-of-pocket health expenditure? • Will the investment strengthen the performance of the health system or its component building blocks? • Does the investment reflect the partner government’s own health sector priorities? What is the evidence? Is it backed up by burden of disease analysis? Is it backed up by the partner government’s own budget allocation? • Can DFAT’s engagement leverage additional public spending and/or make its allocation more efficient? • Does the investment consider the role of the private sector (e.g. better regulation of the private sector; increased use of social marketing expertise, leveraging additional public sector finance)? • Does the investment have the potential to empower women and girls and contribute to gender equality? What is the evidence for this? (e.g. Demographic and Household Survey data, global literature)
Health Form (fill out completely, sign and return by: fax + 0587240030– e-mail: Is in good health and fit to run and compete in …… km next 24th amrch in Radda in Chianti (SI) to current laws
Specification Essential or Desirable Assessment Method* Education and qualifications Good standard of general education Relevant degree or qualification CAADA qualification E D D A A A Experience Significant experience of providing emotional and practical support to survivors of gender based violence Experience of working within a health setting Experience of identifying and responding to the risks to and needs of survivors of gender based violence Provision of non-judgmental, non-directive and confidential support to survivors to take control of their lives and set realistic objectives and goals Experience of working in a residential setting/refuge/women’s advice centre or other relevant agency Experience of attending court in a professional capacity Experience of providing training to professionals E E E E D D D A/I A/I A A/I I I I Abilities/skills/ knowledge Knowledge of the dynamics and impact of gender based violence and how best to support survivors Knowledge of the most up-to-date gender based violence policies, procedures and guidelines for health professionals Understanding of multi-agency partnership structures, including the MARAC, in responding to gender based violence Working knowledge of criminal and civil justice systems as they relate to survivors E E E E I/T A/I A/I I
2 The learner will know how to care for clothing The learner must know: Assessment Requirements Evidence Location 2.a Signs that an item of clothing needs to be washed Learners should identify a sign that an item of clothing needs to be washed The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 2.b Different ways to keep clothing in good condition Learners should identify different ways to keep clothing in good condition
3 The learner will know how to maintain personal hygiene The learner must know: Assessment Requirements Evidence Location 3.a When it is important to wash hands Learners should identify occasions when it is important to wash hands The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 3.b Which toiletry products can be used as part of a full body washing routine Learners should identify toiletry products that could be used as part of a full body washing routine 3.c The recommended interval between dental check ups for self Learners should state the recommended interval between dental check ups for self 3.d A good dental brushing technique Learners should demonstrate a good dental brushing technique
4 The learner will know how to maintain a healthy body The learner must know: Assessment Requirements Evidence Location 4.a Requirements for a healthy body Learners should identify requirements for a healthy body The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 4.b Foods which are good for maintaining a healthy body Learners should identify foods which are good for maintaining a healthy body
Appendix 11: Information matching Information matching can only be undertaken between the specified agencies listed in section 97 of the Privacy Act 1993. These agencies are: the Accident Compensation Corporation the Regulator, as defined by of the Accident Compensation Act 2001 the Electoral Commission established by of the Electoral Act 1993 the company within the meaning of of the Housing Restructuring and Tenancy Matters Act 1992 the Board of the Government Superannuation Fund Authority the Board of Trustees of the National Provident Fund the Ministry of Health the Ministry of Justice the Department of Corrections the Ministry of Business, Innovation, and Employment the department for the time being responsible for the administration of the the Housing New Zealand Corporation established (as the Housing Corporation of New Zealand) by of the Housing Corporation Act 1974 the Inland Revenue Department the Ministry of Transport the New Zealand Transport Agency the Department of Internal Affairs the Registrar-General appointed under of the Births, Deaths, Marriages, and Relationships Registration Act 1995 the New Zealand Customs Service the Registrar of Motor Vehicle Traders the Regulator, as defined in the Accident Insurance Act 1998 WorkSafe New Zealand any tertiary institution, secondary school, or private training establishment (as those terms are defined in the ) to which or section 238B of that Act applies, as from time to time notified to the Commissioner by the department for the time being responsible for the administration of the the Ministry of Education the New Zealand Teachers Council established under of the Education Act 1989 the agency or agencies appointed under of the Housing Restructuring and Tenancy Matters Act 1992.
Office of the Privacy Commissioner (OPC) Cloud Computing a Guide to Making the Right Choices - February 2013: Office of the Privacy Commissioner (OPC) Privacy Impact Assessment Handbook – June 2007: Operational Policy Framework (OPF): Privacy at work, a guide to the Privacy Act for employers and employees: Protective Security Requirements (PSR):
Name of main insured CPR no. Address Phone Email Company Name of Co-insured CPR no. Phone Email Start date Current health insurance Policy number End date of current insurance Child 1 name CPR no. Phone Email Start date Current health insurance Policy number End date of current insurance Child 2 name CPR no. Phone Email Start date Current health insurance Policy number End date of current insurance Child 3 name CPR no. Phone Email Start date Current health insurance Policy number End date of current insurance Date Signature Send the form to or by post to Dansk Sundhedssikring, Smedeholm 14, 2730 Herlev.
little Employers traditionally take up the slack for some Many are uninsured What about the uninsured young who can afford insurance? Perception that the benefit is not worth the cost for younger people Nothing will happen to me Someone else will take care of me anyway What are the risks? Accidents Cancer HIV Risk to the individual Not as good care, especially around here Delayed care Saddled with bills that may be hard to discharge in bankruptcy Risk to society Huge cost shift problem Free Riders The policy problem How do we provide care for the uninsured? Do we just ignore them, as the tea party would? Then we have the free rider problem and we get indirect cost shifting The Pre-ACA system Medicare for the old and disabled Mostly federal paid, but with some out of pocket costs
What happens to information that’s reported? All information provided to the Health Integrity Line is kept anonymous. Callers deal with specially-trained operators. Operators won’t ask for a name and the call won’t be recorded or traced. All calls will be passed on to the appropriate team or agency to follow up. If you’re an employee and are calling about serious wrongdoing in or by your workplace you’ll be advised of your rights under the Protected Disclosures Act 2000 (known as the ‘Whistle-blower Act’). What can I do? If you’re concerned something doesn’t seem right, talk about it. Who to talk to Health Integrity Line – it’s anonymous and free – 0800 424 888 or online at in the Integrity Line section. Talk to your manager or another senior manager. Remember Your concerns will be treated in confidence – you don’t need to disclose your identity. Health Integrity Line 0800 424 888 If something doesn’t seem right, talk about it. HP5997 September 2014
Restaurant name: Meal #2 Menu item Calories Fat Fiber Menu item #1 Menu item #2 Menu item #3 Totals Restaurant name: Meal #2 Menu item Calories Fat Fiber Menu item #1 Menu item #2 Menu item #3 Totals How would you rate this activity? (circle one) Very hard Kind of hard Just right A little easy Too easy Thinking Ahead The next time I go to a fast food restaurant, I might think about doing the following things differently: I may run into the following obstacles:
C-HL12. En los últimos 6 meses, ¿con qué frecuencia fueron estas instrucciones fáciles de entender? 1 Nunca 2 A veces 3 La mayoría de las veces 4 Siempre After C-HL11 Note: Use with C-HL10 and C-HL11 C-HL13. En los últimos 6 meses, ¿con qué frecuencia este profesional médico le pidió que describiera cómo iba a seguir estas instrucciones? 1 Nunca 2 A veces 3 La mayoría de las veces 4 Siempre After C-HL12 Note: Use with C-HL10 and C-HL11 C-HL14. En los últimos 6 meses, ¿comenzó alguna medicina recetada? 1 Sí 2 No Si contestó "No", pase a la [core question] pregunta 16 After core question 15 C-HL15. En los últimos 6 meses, ¿con qué frecuencia este profesional médico le dio instrucciones fáciles de entender sobre cómo tomar sus medicinas? 1 Nunca 2 A veces 3 La mayoría de las veces 4 Siempre After C-HL14 Note: Use with C-HL14 C-HL16. En los últimos 6 meses, ¿con qué frecuencia le explicó este profesional médico de una manera fácil de entender los posibles efectos secundarios de sus medicinas? 1 Nunca 2 A veces 3 La mayoría de las veces 4 Siempre After C-HL15 Note: Use with C-HL14
Questions Placement and Other Instructions P-HL1. En los últimos 12 meses, ¿con qué frecuencia su doctor personal le preguntó si usted tenía preguntas sobre su salud? 1 Nunca 2 A veces 3 La mayoría de las veces 4 Siempre After core question 11 P-HL2. En los últimos 12 meses, ¿con qué frecuencia su doctor personal usó palabras médicas que usted no entendía? 1 Nunca 2 A veces 3 La mayoría de las veces 4 Siempre After core question 16 P-HL3. En los últimos 12 meses, ¿con qué frecuencia su doctor personal hablaba demasiado rápido cuando conversaba con usted? 1 Nunca 2 A veces 3 La mayoría de las veces 4 Siempre After P-HL2 P-HL4. En los últimos 12 meses, ¿habló con su doctor personal sobre alguna pregunta o inquietud médica? 1 Sí 2 No Si contestó "No", pase a la pregunta P-HL8 After P-HL3 P-HL5. En los últimos 12 meses, ¿con qué frecuencia mostró su doctor personal interés en sus preguntas o inquietudes? 1 Nunca 2 A veces 3 La mayoría de las veces 4 Siempre After P-HL4 Must use P-HL4 if using this item P-HL6. En los últimos 12 meses, ¿con qué frecuencia su doctor personal le dio información fácil de entender sobre esas preguntas o inquietudes médicas? 1 Nunca 2 A veces 3 La mayoría de las veces 4 Siempre After P-HL5 Must use P-HL4 if using this item
P-HL49. ¿Encontró la información que necesitaba sobre cómo mantenerse saludable? 1 Sí 2 No Si contestó "No", pase a la pregunta P-HL53 After P-HL48 Must use P-HL48 if using this item P-HL50. ¿Era fácil de entender la información sobre cómo mantenerse saludable? 1 Sí Si contestó "Sí", pase a la pregunta P-HL53 2 No After P-HL49 Must use P-HL48 and if using this item P-HL51. ¿Había demasiada información sobre cómo mantenerse saludable? 1 Sí 2 No After P-HL50 Must use P-HL48, P-HL49, and P-HL50 if using this item P-HL52. ¿Era confusa la información sobre cómo mantenerse saludable? 1 Sí 2 No After P-HL51 Must use P-HL48, P-HL49, and P-HL50 if using this item P-HL53. En los últimos 12 meses, ¿fue a la página web de su plan de salud para buscar información? 1 Sí 2 No Si contestó "No", pase a la [core question] pregunta 27 After P-HL52 Do not use if using P-HL22 or P-HL27 P-HL54. ¿Era fácil de entender la información en la página web de su plan de salud? 1 Sí 2 No After P-HL53 Must use P-HL53 if using this item P-HL55. En los últimos 12 meses, ¿fue fácil encontrar la información que necesitaba en la página web de su plan de salud? 1 Sí 2 No After P-HL54 Must use P-HL53 if using this item
D. Personal information This section asks you for some information about yourself. This information will be kept confidential. What is your role? How many years have you worked as a health practitioner? How many years have you worked at your current clinic/practice? Fewer than 5 6 to 10 More than 10 Do you work: Full time? Part time? Which ethnic group to you belong to? NZ European Māori Samoan Cook Island Māori Tongan Niuean Chinese Indian Other (please specify) Are you: Male? Female? Thank you for taking the time to complete this survey.
A student well enough to be in school is generally well enough to dress out and participate in class. (Any exception to this will be handled on an individual basis). Students need to wear exercise apparel each class. This includes shorts, t-shirt, sweat pants and rubber soled shoes with shoe laces. **** If a student misses more than one PE class they are responsible for completing a sports activity packet or completing a teacher approved article summary.**** Major Assessments: Upon completion of a unit, a summative assessment will be used to evaluate student learning. This assessment will incorporate the use of the International Baccalaureate rubric system. The maximum score on the rubric will be 8 points. The rubric score will also be converted to a percentage score. The four objectives for the IB grading system to be covered include: Criterion A: Knowing and Understanding Criterion B: Planning for Performance Criterion C: Applying and Performing Criterion D: Reflecting and Improving Performance Team or Individual Class Policies/Procedures: Locker-Room Make sure to put your clothes and all of your belongings in your locker and lock it. The PE staff is not responsible for any stolen items that are unlocked. No horseplay or loud noise in the locker room. Keep your hands to yourself and off other students’ belongings. Do not slam lockers. Keep the locker room clean, including throwing away all trash and picking up assignments. Eating and drinking in the locker room is not allowed. Once class begins, no student will be allowed back into the locker room without permission. Student Responsibilities Students will be given five minutes at the beginning of class and five minutes at the end of class to change. No gum chewing, food or drink is to be consumed in the gym or locker room. All injuries must be reported to the teacher during the class period so the proper action can be taken. No student may leave the class or assigned area without permission from the teacher. Misuse, abuse, or destruction of physical education equipment will not be tolerated. Students will only use equipment with teacher permission. Equipment should only be used for its intended purpose. Appropriate language is expected at all times. Students will respect each other and keep hands and feet to themselves. Play fair, display good sportsmanship and be courteous to other students and teachers. At the end of the period, after dressing wait patiently by the hallway doors to be dismissed.
Graduated Return to Play Protocol Adapted from the Sports Concussion Institute Return to Play STAGE 1 RETURN TO LEARN in Progress May Begin Stage 2 of Return to Play When able to attend a full day of school AND Medical Clearance has been obtained Complete Physicial Rest Return to Play STAGE 2 Light Aerobic Exercise to Increase HR Coincides with Stage 3 & 4 of Return to Learn Walking, Light Jog, Exercise Bike Return to Play STAGE 3 Sport Specific Exercise ADD Movement Full Recovery to Academics Required Moderate Aerobic Exercise 30-60 minutes of Running at Moderate Intensity without a Helmet or Other Equipment Non Head Impact Activity Return to Play STAGE 4 Non-contact Training Drills in Full Uniform. May Begin Weight Lifting and Resistance Training Return to Play STAGE 5 Full Contact with Full Uniform for Practice or Training Final Medical Clearance Required Restore Confidence & Assess Functional Skills If Symptom Free Return to Game Play Ready for Class Attendance Symptom Free for 24 hours? YES DATE: Begin Stage 2 NO: Continue Resting Exercise Performed Symptom Free for 24 hours? YES DATE: Begin Stage 3 NO: Return to Stage 1 until symptom free Exercise Performed Symptom Free for 24 hours? YES DATE: Begin Stage 4 NO: Return to Stage 1 until symptom free Exercise Performed Symptom Free for 24 hours? YES DATE: Begin Stage 5 NO: Return to Stage 1 until symptom free Exercise Performed Symptom Free for 24 hours? YES DATE: Game Play NO: Return to Stage 1 until symptom free
HEALTH MATTERS - WEIGHT MANAGEMENT In the fourth edition of my regular health articles I thought I would look at obesity - as it is a subject very close to my own heart and something I struggle to get to grips with on a personal level. Obesity is a term used to describe somebody who is very overweight, with a lot of body fat. Defining obesity There are many ways in which a person's health in relation to their weight can be classified, but the most widely used method is Body Mass Index (BMI). BMI is a measure of whether you're a healthy weight for your height. To calculate this divide your weight in kilograms by your height in metres, then divide the answer by your height again and this will give you your BMI. For most adults: a BMI of 25 to 29.9 means you are considered overweight a BMI of 30 to 39.9 means you are considered obese a BMI of 40 or above means you are considered severely obese BMI is not used to definitively diagnose obesity - as people who are very muscular sometimes have a high BMI, without excess fat - but for most people it can be a useful indication of whether they may be overweight. A better measure of excess fat is waist circumference, and this can be used as an additional measure in people who are overweight (with a BMI of 25 to 29.9) or moderately obese (with a BMI of 30 to 34.9). Generally, men with a waist circumference of 94cm or more and women with a waist circumference of 80cm or more are more likely to develop obesity-related health problems. Risks of obesity Taking steps to tackle obesity is important because, in addition to causing obvious physical changes, it can lead to a number of serious and potentially life-threatening conditions, such as:
An effective coach is said to have a number of important skills and characteristics. Give an example of how each of those below may be used in a training session: For each of: organisation skills communication skills good role model 2 marks for an appropriate example that is clear and concise 1 mark for an example with minimal detail 1–6 List two (2) characteristics for each of the coaching styles below: For each of: authoritarian easy going intense 1 mark for each of two appropriate characteristics 1–6 List three (3) behaviours that should be displayed by a coach according to the Australian Sports Commission Coach Code of Behaviour. 1 mark for each of three appropriate behaviours as outlined in 1–3 What are the four (4) parts of a 1 mark for each: warm-up skills and fitness cool-down review 1–4 What is the legal requirement for anyone who wants to work in an area where children 1 mark for Working with Children Check 1 What are the five (5) stages in teaching a specific sport skill? 1 mark for each: instruction demonstration explanation observation feedback 1–5 If you were the coach of a young team, how could you make a playing environment safe for your players? In your answer, you must include and provide an example of each area below: matching of player abilities selection of equipment supervision appropriate behaviour For each consideration: 2 marks for a clear and concise description of a process 1 mark for a simple process with minimal detail 1 mark for each appropriate example 1–8 1–4 Total 37
Sample assessment outline Health, Physical and Outdoor Education – Foundation Year 12 Unit 3 and Unit 4 Assessment type Assessment type weighting Assessment task weighting Submission date Assessment task Performance 45% 10% Week 10 Task 2: Team games and sports 2 – E12.10 Individual skills and tactics in soccer 5% Week 11 Task 3: Coaching 2 – E12.1 Lead the group in a coaching session of a skill in a selected sport 10% Week 15 Task 5: Team games and sports 2 – E12.10 Individual skills and tactics in netball 20% Week 30 Task 9: Outdoor adventure activities: skills and techniques 2 – E12.9 Practical assessment of mountain biking skills Project 20% 7.5% Week 5 Task 1: Healthy lifestyles – C12.1 Analysis of personal dietary intake and activity levels 5% Week 24 Task 8: Actions to improve health – E12.4 Investigation and research into a health issue 7.5% Week 21 Task 7: Health promotion – C12.2 Planning a campaign to improve the health of the community Response 20% 10% Week 15 Task 6: Management of sporting injuries – E12.6 Topic test 10% Week 30 Task 10: Minimising environmental impact – E12.7 Topic test Externally set task 15% 15% Week 14 Task 4: A written task of one hour duration developed by the SCSA based on content from the Unit 3 core module – Healthy Lifestyles Total 100% 100%
12 Management of sporting injuries – E12.6 (2 sessions) Prevention of sporting injuries the importance of safe environments for participation the role of modified rules identification and creation of safe environments proper techniques for warming up and stretching prior to physical activity identification and use of appropriate protective equipment Team games and sports 2 – E12.10 (2 sessions) develop repertoire of netball skills lob pass shadowing basic game tactics moving to space maintaining possession 13 Management of sporting injuries – E12.6 (2 sessions) types of soft tissue injuries bruises sprains strains overuse injuries signs and symptoms of common soft tissue sporting injuries Team games and sports 2 – E12.10 (2 sessions) develop repertoire of netball skills split and reoffer front cut basic game tactics establishing and maintaining body position to protect the ball/create space intercepting passes making appropriate decisions 14 Management of sporting injuries – E12.6 (2 sessions) RICER protocol Rest Ice Compression Elevation Referral Team games and sports 2 – E12.10 (1 session) Task 5: Assessment of individual skills and tactics in netball Task 4: External set task (1 session) 15 Management of sporting injuries – E12.6 (2 sessions) No HARM protocol No Heat No Alcohol No Running (or activity) No Massage basic strapping/taping techniques Task 6: Topic test – management of sporting injuries Team games and sports 2 – E12.10 (2 sessions) develop repertoire of netball skills Task 5: Assessment of individual skills and tactics in netball
apply rules for safe participation in physical activity. Unit content This elective includes the knowledge, understandings and skills described below. Preparation requirements for, and effective use of, personal protective equipment specific to an outdoor adventure activity safe practices for participation maintaining safe equipment following safety rules/guidelines assessment of risk in relation to participation in an outdoor adventure activity application of risk management strategies procedures and systems that are relevant to the activity and equipment roles and responsibilities of participants, leaders and external providers emergency procedures for selected activity Skills prerequisite skills, such as water competency tests for water-based activities individual skills specific to selected outdoor activity personal and group performance skills teamwork cooperation assertive communication negotiation compromise problem solving provision of constructive feedback tolerance encouragement empathy respect resilience minimum impact practices appropriate to the environment and activity Suggested learning activities The following activities provide a guide to teachers about what could be included in a teaching and learning program for this elective. These activities are provided as suggestions only.
HEALTH PLANNING & QUALITY - PRIVACY NOTICE How your information is shared so that this practice can meet legal requirements The law requires The Border Practice to share information from your medical records in certain circumstances. Information is shared so that the NHS or Public Health England can, for example: plan and manage services; check that the care being provided is safe; prevent infectious diseases from spreading. We will share information with NHS Digital, the Care Quality Commission and local health protection team (or Public Health England) when the law requires us to do so. Please see below for more information. We must also share your information if a court of law orders us to do so. NHS Digital NHS Digital is a national body which has legal responsibilities to collect information about health and social care services. It collects information from across the NHS in England and provides reports on how the NHS is performing. These reports help to plan and improve services to patients. This practice must comply with the law and will send data to NHS Digital, for example, when it is told to do so by the Secretary of State for Health or NHS England under the Health and Social Care Act 2012. More information about NHS Digital and how it uses information can be found at: NHS Digital sometimes shares names and addresses of patients suspected of committing immigration offences with the Home Office. More information on this can be found here:
Organization Opportunity Link American Academy of Orthopedic Surgeons Washington Health Policy Fellows Program American Association for the Advancement of Science Offer several fellowship programs in science and policy. (go to the "Science & Policy" page) American College of Physicians Health Policy Internship Program American College of Radiology J.T. Rutherford Government Relations Fellowship American Medical Association Offer several fellowships and internships in government relations. The Commonwealth Fund Mongan Commonwealth Fund Fellowship in Minority Health Policy Emergency Medicine Residents Association EMRA-ACEP Georgetown University Department of Family Medicine The Robert L. Phillips, Jr. Health Policy Fellowship National Academy of Medicine (Previously IOM) Various Fellowships The Kraft Center for Community Health Kraft Fellowship in Community Health Leadership Robert Wood Johnson Foundation Robert Wood Johnson Health Policy Fellowship White House White House Fellowship HHS Office of Disease Prevention and Health Promotion Luther Terry Fellowship
DL HPHG6006 HPHG7008 Case Management of Long Term Conditions Sue Harness All on-line delivery DL HPHP5008 HPHP6002 Pre-hospital Care of Women and Children's Health Sharon Seddon All on-line delivery Lancaster HLLA4002 HLLA5002 HLLA6002 HLLA7002 Supporting Individuals on the Autism Spectrum Austin Dorrity Workshop dates: 25th of April 2018 from 9:30 – 4:30pm then evening workshops; 9th & 23rd of May, 6th & 20th of June, & the 4th of July from 4:30pm to 7:30pm Submission Date 1st of August 2018 Lancaster HLLA4004 HLLA5004 HLLA6004 HLLA7004 Introduction to Working with Individuals on the Autism Spectrum Austin Dorrity Workshop dates: Lancaster, 8th of May, 22nd of May, 5th of June & 19th of June 2018 from 9:30am-4:30pm Submission Date 17th of July 2018 Lancaster HLLM5001 HLLM6001 HLLM7001 Multiprofessional Support of Learning and Assessment in Practice Nadine Littler Workshop dates: 23rd April, 7th May, 21st May 2018 from 10-4pm Tutorial dates: 4th June 2018 Study day: 11th June 2018 Carlisle HLLM5001 HLLM6001 HLLM7001 Multiprofessional Support of Learning and Assessment in Practice Nadine Littler Workshop dates: 24th April, 8th May, 22nd May 2018 from 10-4pm Tutorial dates: 5th June 2018 Study day: 12th June 2018
About me My name is I like to be called: My address is Home phone: Mobile/ email: Date of birth NHS & hospital number ! Who you should contact in an emergency: Name: Relationship to you Address Phone People who support me to keep healthy Health professional / person’s name Their role Address, phone, email GP
My Medication Medication I use in the morning Medication name How much I use/ take Why I use it? Medication I use at lunch time Medication name How much I use/ take Why I use it? Medication I use at dinner time Medication name How much I use/ take Why I use it? Medication I use at night time Medication name How much I use/ take Why I use it?
Lungs, chest & breathing My asthma nurse is: Heart & circulation Last blood pressure reading (include date): Eating, drinking & swallowing My speech therapist is: Diet, hydration & exercise My latest Height: Weight: BMI: Getting about / mobility My physio/ occupational therapist: Memory and other abilities My last memory baseline test: Mental Health My mental health proffesionals are:
16. Medications & Supplements Please list all prescription medications and supplements you are currently taking. Refer to the example in the first line. Name of medication Milligrams* per capsule Number of capsules per day Number of doses per day Prescribing doctor Reason for taking this medication Vitamin X 500 mg 1 1 x a day Dr. John Doe Omega 3
Using the box below please summarise your submission (in no more than 200 words) Word Count (maximum 200 words) Executive Summary Any digital evidence available to support your submission would be welcome. Explain to the judges (in no more than 1,000 words) why your submission should win this award. NB. Your explanation will align to and reflect the substance of the award criteria. Word Count (maximum 1,000 words)
Are there any loose or uneven floor coverings? No Do soft furnishings conform to the British Standards? (Kite mark will be displayed) Yes If not are you committed to ensuring that any new furniture conforms to the British Standards? Yes Is furniture safe? Yes Do windows have locks/restrictors? Yes Are all windows and door keys easily available in the event of fire? (Where are they located) Yes Is there adequate artificial/natural light to illuminate any steps? Yes Are the banisters filled in or have a maximum gap between rails of 4 inches? n/a For children less than 5 years is a stair gate fitted? n/a Part 2 cont: General safety factors (indoors) Improvement required and date to be carried out/comments Do high chairs, buggies and child equipment conform to British Safety Standards? (Kite mark will be displayed) n/a Is there an accessible First Aid box? Do you own a gun? If yes, where is it kept? Do they have a registration certificate? If yes, please can you cite this and the date it was seen. If no, you need to inform them that we have a duty of care and this means that we have to inform the Police that they have a gun on their premises. Please record if they are in agreement with this. Yes no Are glassware, china and other fragile objects kept out of reach? yes Are alcohol, cigarettes and lighters kept out of reach? Smoking Does the foster carer/s smoke? If yes, where do they smoke? Are there any changes that need to be made? If yes, what are they? Yes No No
MODULE SPECIFICATION TEMPLATE MODULE DETAILS Module title Health Protection Module code MDM33 Credit value 20 credits Level Mark the box to the right of the appropriate level with an ‘X’ Level 4 Level 5 Level 6 Level 7 X Level 8 Level 0 (for modules at foundation level) Entry criteria for registration on this module Pre-requisites Specify in terms of module codes or equivalent Students must be registered on a higher degree programme (M level or higher) or be employed in an area where knowledge of health protection is a requirement for achieving their day-to-day activities/research. Normal entry requirement for the Graduate Programme will apply Co-requisite modules Specify in terms of module codes or equivalent Module delivery Mode of delivery Taught X Distance Placement Online Other Pattern of delivery Weekly Block X Other When module is delivered Semester 1 Semester 2 X Throughout year Other Brief description of module content and/ or aims Overview (max 80 words) The module will cover the basic principles of infection control and environmental hazards in the UK. There will be an emphasis on prevention and enable practitioners to understand and explore their role and contribution within infection control and/or control of environmental hazards. Module team/ author/ coordinator(s) Dr Louise Sigrid, University of Oxford (Module Lead) Rachel Cloke, Public Health England Dr Priya Paudyal, BSMS Prof Jackie Cassel School Division of Medical Education, BSMS Site/ campus where delivered Falmer Course(s) for which module is appropriate and status on that course Course Status (mandatory/ compulsory/ optional)
Instruction for novice exercisers Description of program 3 points for a system of 1:1 instruction for students 2 points for a class that targets novice exercisers Using technology for exercise Description of technology 2 points for an exercise gaming console (e.g., Wii Fit™ or Dance, Dance Revolution (DDR) ™) 2 points if pedometers are available to students 1 point for a library of greater than five exercise DVDs Fitness Assessment Number of assessments completed 1 point for each fitness assessment completed on a student (maximum of 5) Outdoor activities Description of activities 1 point for each different type of outdoor activity (hiking, biking, swimming, jogging or walking club, snowshoeing, etc.) offered on a regular basis (include entire year to account for seasonal activities) (maximum of 5) Increase fitness offerings for female students Description of program 1 point for each fitness offering targeted at female students (maximum of 5) Trade-specific exercise programs Description of activities 1 point for each trade for which a structured exercise program is offered (maximum of 5) Total Education Factor Documentation Formula Score
Hearing Loss Hypoglycemia Infectious Mononucleosis Jaundice or Hepatitis Malaria Neurological Issues – Specify: Head Injury – Specify: Concussion – Specify: Fracture – Specify: Unconsciousness – Specify Other – Specify: Neck Injury – Specify: Fracture – Specify: Pinched Nerve – Specify: Other – Specify: Orthopedic Problems – Specify: Ankle – Specify: Arm / Elbow / Wrist / Hand/Fingers – Specify: Back/Ribs – Specify: Foot – Specify: Hip / Groin – Specify: Knee – Specify: Lower Leg – Specify: Shoulder – Specify: Thigh – Specify: Other (Stress Fracture, Etc.) – Specify: Paralysis Personal Trauma Pilonidal Cyst Sexually Transmitted Disease – Specify: Smoke - Number of Cigarettes a Day:______ Thyroid Problems – Specify: Tuberculosis Urinary / Kidney Problems – Specify: Other health problems including hospitalizations or surgical operations – Specify: Have you ever had episodes of unexplained shortness of breath, wheezing or chest pain? – Specify: Are you taking any medications routinely? – Specify: Please mark “YES” if any organs are NOT intact – Specify: Eyes Kidneys Lungs Testes (Ovaries / Testicles) Other – Specify: If there is other medical history important to your safety or to the safety of others, please report it below: THIS SECTION TO BE COMPLETED BY FEMALES ONLY: Have you ever had any gynecological / obstetrics issues? – Specify: Are you pregnant? Menstrual Disorder – Specify: Part III – MENTAL HEALTH/SOCIAL HISTORY
Date: Attendees: Location: Distribution: OHS Notice Board Intranet Health and Safety Committee members Workplace Manager and/or Management OHS Nominee OHSMS Documentation File Apologies: Agenda Below are suggested agenda items – modify as required and save as standing agenda template Welcome and apologies Review of previous minutes Workplace Inspection Checklist outcome review Incidents or injuries since last meeting OHS Activities Calendar progress review Reports on OHS issues OHSMS implementation status update Contractor compliance to OHS management system Upcoming Contractor works Review of Safe Work Procedures (SWP)/Risk Assessments Review of OHS Purchasing Checklists (e.g. new chemicals, plant and equipment etc) Legislation changes New business Next meeting to be held on: Insert time, date and location Health and Safety CommitteeChairperson Signature: ................................................. Workplace Manager and/or Management OHS Nominee Signature: ....................................
Ensure that the school follows Oxford Diocesan Board of Education procedures: when selecting a contractor when completing a Self-Financed Improvement Project (SFN Form) when liaising with contractors over health and safety matters; when monitoring health and safety issues on-site regarding either county council or school appointed contactors. Carry out daily checks of the site and take appropriate remedial action. Prioritise and process the maintenance forms. Review progress with the head weekly. Ensure all employees and contractors are fully briefed on health and safety site issues. Complete all relevant risk assessments. Ensure all maintenance employees are trained and competent to undertake their tasks safely Carry out termly fire drills, weekly fire tests, check fire extinguishers and maintain the Fire Safety Folder Carry out monthly water temperatures tests and maintain the Water Hygiene Folder; Alert the Head of Establishment to issues of security and lone working 8. All Employees Cooperate with health and safety requirements. Report all defects on the maintenance forms and return them to the office. Complete and action risk assessments for all potentially hazardous on/off site activities. Use, but not misuse things provided for your health, safety and welfare. Do not undertake unsafe acts. Inform Head of Establishment of any “Near-Misses”. Be familiar with the emergency action plans for fire, first aid, bomb, security and off site issues. Raise health, and safety and environmental issues with pupils. 9. Visitors and Contractors Sign in at the School Office on arrival. Read the resume of the health and safety procedures on arrival at the School. Contractors will be informed of hazards peculiar to this site, e.g. asbestos. Wear a visitor badge whilst on site at all times. Follow evacuation procedures in the event of an emergency. 10. Pupils Behave in a way that does not put your health and safety at risk. Observe standards of dress consistent with good health, safety and hygiene practices. Follow all safety rules including the instructions of staff given in an emergency. Use, but not misuse, things provided for your health, safety and welfare.