zilongwang/ReadingBank huggingface dataset:
(3) In no event may the general contractor/construction manager or its subsidiaries assign warranty responsibility or the terms of its contract or purchase order with vendors for equipment or material purchases to subcontract bid package bidders or subcontractors who have been awarded a contract. The value of subcontract work performed and equipment and materials supplied by the general contractor/construction manager may not exceed thirty percent of the negotiated maximum allowable construction cost, unless procured as a Heavy Civil Construction Project under this chapter. Negotiated support services performed by the general contractor/construction manager shall not be considered subcontract work for purposes of this subsection. (4) Notwithstanding any contrary provision of this chapter, for a project that a public body has elected to procure as a Heavy Civil Construction Project under this chapter, at least 30% of the cost of the work to construct the project included in the negotiated maximum allowable construction cost shall be procured through competitive sealed bidding in which bidding by the general contractor/construction manager or its subsidiaries is prohibited.
HEO 251 Heavy Equipment Operating III 6 HEO 125 Special Problems I 3 HEO 225 Special Problems II 3 Total Technical Credits 29-32 Total Credits 35-38 Certificate Backhoe Operator – 4902023069 (Offered at HZC, SEC) HEO 110 Power Shovel Backhoe Operator 7 DIT 103 Preventive Maintenance 2 HEO 125 Special Problems I 3 Total Credits 12 Bulldozer Operator- 4902023029 (Offered at HZC, SEC) HEO 111 Bulldozer Operator 7 DIT 103 Preventive Maintenance 2 HEO 125 Special Problems I 3 Total Credits 12 Front-End Loader Operator – 4902023079 (Offered at HZC, SEC) HEO 107 Utility Tractor Loader Operator 7 DIT 103 Preventive Maintenance Lab 2 HEO 125 Special Problems 3 Total Credits 12 Motor-Grader Operator – 4902023049 (Offered at HZC, SEC) HEO 106 Motor-Grader Operator 7 DIT 103 Preventive Maintenance Lab 2 HEO 125 Special Problems 3 Total Credits 12 Hydraulic Excavator Operator – 4902023059 (Offered at HZC, SEC) HEO 151 Heavy Equipment Operating I 6 HEO 115 Hydraulic Excavator Operator 7 DIT 103 Preventive Maintenance Lab 2 HEO 125 Special Problems 1 3 Total Credits 18 Contact Information: Program Coordinator Willie Cornett (606) 487-3328 or wcornett0004@kctcs.edu Revised 5/3/2017
Heavy Menstrual Bleeding Clinical Care Standard 1. Assessment and diagnosis The initial assessment of a woman with symptoms of heavy menstrual bleeding includes a detailed medical history, assessment of impact on quality of life, a physical examination and exclusion of pregnancy and anaemia. Further investigations are based on the initial assessment. 2. Specialist referral for women with risk factors A woman with heavy menstrual bleeding who has risk factors for, or clinical findings suspicious of malignancy, or who is not responding to medical treatment, is referred to a specialist. Appropriate investigations are performed and initial symptomatic management is provided before the specialist appointment. 3. Quality ultrasound When the presence of a uterine abnormality is being considered, a woman with heavy menstrual bleeding has a pelvic (preferably transvaginal) ultrasound performed in days 5 to 10 of her menstrual cycle. 4. Informed choice and shared decision making A woman with heavy menstrual bleeding is provided with consumer-focused information about her treatment options and their potential benefits and risks. She is asked about her preferences in order to support shared decision making for her clinical situation. 5. Initial treatment is pharmaceutical A woman with heavy menstrual bleeding in whom malignancy and significant pelvic pathology have been ruled out, is offered pharmaceutical treatment initially, taking into account evidence-based guidelines, her individual needs and any associated symptoms. 6. Choice of pharmaceutical treatment When pharmaceutical treatment is being considered, the woman is offered the levonorgestrel intra-uterine system if clinically appropriate, as it is the most effective option for managing heavy menstrual bleeding.
Vehicle Registration Numbers: Prime Mover / Truck: Trailer/s: Load Description: Dangerous Goods: Yes No Dangerous Goods Class: Main Roads WA Permit Type & Number: Driver Details Name: Company: Contact Number: Witness Details Name: Company: Contact Number: Notification Details Emergency Services Notified: Yes No N/A Which Service/s: DFES St Johns Ambulance WA WA Police Police Officer / Station: Crash identification No: Main Roads WA: 138 138 Regional Office Feedback / Incident No: Notified Parties Who Attended The Incident: DFES St Johns Ambulance WA WA Police Main Roads Regional Officer
Heavy Menstrual Bleeding Clinical Care Standard Topic Working Group Membership list Member Name State Representing Position A/Prof Kirsten Black (Chair) NSW Individual Expert Joint Head of Discipline of Obstetrics, Gynaecology & Neonatology, Associate Professor Obstetrics, Gynaecology and Neonatology, Central Clinical School, University of Sydney A/Prof Jason Abbott (Deputy Chair) NSW Royal Australian and New Zealand College of Obstetricians and Gynaecologists (RANZCOG) Associate Professor, Obstetrics and Gynaecology, UNSW Clinical School Dr Robert Baade QLD Individual Expert Obstetrician Gynaecologist, Mater Mothers Hospital, Brisbane Clinical A/Prof Deborah Bateson NSW Family Planning Alliance Australia Clinical Associate Professor, Family Planning NSW Ms Julia Brownlie NSW Australian College of Nursing Nurse Practitioner, Department of Emergency Medicine, Royal Brisbane & Women’s Hospital Dr Louise Farrell WA Individual expert Obstetrician Gynaecologist Director of Postgraduate Medical Education, Head of Colposcopy Services, King Edward Memorial Hospital, Subiaco Ms Hayley Harrison WA Consumer Representative Consumer Project Officer, Consumer and Community Involvement Program - University of Western Australia Dr Rachael Hickinbotham NSW RANZCOG Obstetrician Gynaecologist, North Shore Private Hospital, St Leonards Dr Kathryn Panaretto QLD Royal Australian College of General Practitioners (RACGP) GP and Associate Professor, School of Medicine, University of Queensland Ms Leonie Parker (Proxy of Ms Anne Smart) NSW Australian Women's Health Nursing Association (AWNHA) Women's Health Nurse Practitioner, Western NSW Local Health District Ms Anne Smart NSW Australian Women’s Health Nursing Association Women’s Health Clinical Nurse Consultant Orange Health Service, Community Health Dr Louise Sterling VIC Individual expert GP Obstetrician, Gladstone Street Medical Clinic, Warragul Dr Lynnette Wray NSW Royal Australasian College of Physicians (RACP) Conjoint Senior Lecturer, School of Women's and Children's Health, UNSW Senior Medical Officer Family Planning NSW
Heavy Vehicle Engineering Assessment Summary Marking Criteria Below is a general example of how marks may be awarded. National Qualifiers Task Criterion Description Max Marks A Vehicle Inspections 17 B Engine Mechanical 17 C Braking Systems 17 D Transmission Systems 16 E Body Electrical Systems 16 F Engine Electrical 17 Total Marks 100 National Finals Task Criterion Description Max Marks A Engine Diagnostics 20 B Transmission Systems 14 C Vehicle Inspection 18 D Body Electrical/Electronic Systems 19 E Steering and Suspension Systems 14 F Engine Mechanical Systems 15 Total Marks 100
133-165 2 6 166-199 3 9 Winch No 0 1 0 Yes 1 1 Blade Type Straight 0 2 0 Manual Angle 1 2 6-Way Hydraulic 3 6 Type 1 Dozer Factors Attributes Value Importance Factor Advantage Points** Horsepower 200-241 1 3 3 242-281 2 6 281-350 3 9 Winch No 0 1 0 Yes 1 1 Blade Type Straight 0 2 0 Manual Angle 1 2 6-Way Hydraulic 3 6 EXHIBIT K –DATA SHEETS DOZER Manufacturer Name Equipment Model Horse Power Weight Equipment Class Case Dozer Track 450C 63 11,549 T-3 Case Dozer Track 550 67 13,200 T-3 Case Dozer Track 550 LGP 67 13,400 T-3 Case Dozer Track 550E 67 13,438 T-3 Case Dozer Track 550G 67 14,138 T-3 Case Dozer Track 550H LGP LT 67 14,317 T-3 Case Dozer Track 550H WT 67 14,600 T-3 Case Dozer Track 550E LGP 67 14,734 T-3 Case Dozer Track 550G LGP 67 14,934 T-3 Case Dozer Track 550H LGP 67 14,960 T-3 Caterpillar Dozer Track D3C Series II 70 15,159 T-3
Kansas, Pennsylvania, and South Carolina are the only states that have used their HCBS waivers to provide telemedicine to beneficiaries in the home, specifically for the use of home remote patient monitoring (Thomas & Capistrant). At this time, Indiana has no plans to include remote patient monitoring in its waiver services, but will be following the results reported by other states. Telehealth Emerging Technologies mHealth, also known as mobile health, is a form of telemedicine using wireless devices and cell phone technologies. Mobile phones, particularly smartphones (i.e., sophisticated cellular phones), and other mobile computing devices, are found nearly everywhere, which enhances the potential to assess and improve health. In contrast to the Internet digital divide that limited for years, if not decades, the reach of computerized health behavior interventions for lower socioeconomic groups, mobile phone use has been rapidly and widely adopted among virtually all demographic groups. Given the high penetration and level of computing capacity available in even basic cell phones, it is possible that these technologies can make a significant difference to public health and health care delivery. The accessibility and data availability of mHealth methodologies could be utilized to change public health and health care on a large scale, for example, by employing mobile tools to decrease the number of people who develop diabetes, prevent falls at home, and help people who need medication to take them as scheduled (NIH).
Section 3: Presenter Details Please list all co-presenters Title: Given name(s): Family name: Job title: Institution/Organisation: Affiliation: HEA Fellowship reference no: Email address Twitter name: Title: Given name(s): Family name: Job title: Institution/Organisation: Affiliation: HEA Fellowship reference no: Email address Twitter name: Title: Given name(s): Family name: Job title: Institution/Organisation: Affiliation: HEA Fellowship reference no: Email address Twitter name:
Schedule and Required Reading Assignments Class 1—Feb 8 Hebrews CM, 596-618. Vos, 49-88 Class 2—Feb 15 NO CLASS Class 3—Feb 22 Hebrews Vos, 91-124 Ladd, 617-633 Class 4—Feb 29 James CM, 619-635 Ladd, 634-639 Class 5—March 7 1 Peter CM, 636-653 Ladd, 640-648 Class 6—March 14 SPRING BREAK NO CLASS Class 7—March 21 1 Peter 2 Peter CM, 654-668 Ladd, 649-656 Class 8—March 28 2 Peter Kruger (2 Peter), 645-671 Class 9—April 4 1 John CM, 669-687 Ladd, 657-665 Class 10—April 11 NO CLASS Class 11—April 18 The NT Canon CM, 726-743 Kruger (Canon Revisited), All Class 12—April 25 Revelation CM 697-725 Ladd, 669-683 Class 13—May 2 Revelation Bauckham, (all) Class 14—May 9 Revelation Hendriksen (all) *Outlines Due
Shepherd Ability to shepherd the local congregation: aiding in spiritual maturity; promoting use of gifts and callings; and encouraging a concern for non-Christians, both in America and worldwide. Moderate Students are encouraged to consider their shepherding role and the application of Heb-Rev to this calling. Discussion of shepherding and protecting the flock in the midst heresy Church/World Ability to interact within a denominational context, within the broader worldwide church, and with significant public issues. Minimal Some application is made to broader culture issues, but only a minimal manner.
Page Appropriation Request: Penn State’s 2016-17 Appropriation Request – The Budget Plan 1 Highlights of Penn State’s 2016-17 Budget Plan and Appropriation Request 7 Details of Penn State’s 2016-17 Budget Plan and Appropriation Request 8 Table 1 – Summary of Proposed Changes, 2016-17 Budget Plan and State Appropriation Request 11 Table 2 – 2016-17 Appropriation 12 Exhibits: Summary of Appropriations – 2001-02 through 2015-16 13 Total Credit Enrollment – Fall 2015 14 Enrollment by Pennsylvania County of Residence – Fall 2015 15 Alumni Residing in Pennsylvania – December 2015 16 Organized Research by Fund Source 17
Mr. Shemesh (Mr. Sun – adapted from a RAFI song) Mr. Shemesh, Shemesh, Mr. Golden Shemesh won’t you please shine down on me (2X) These YELADIM are asking you, to please come out so we can play with you – oh Mr. Shemesh, Shemesh, Mr. Golden Shemesh won’t you please shine down on, please shine down on, please shine down on me…. Shtay Ya-dayim with hand movements teaching body parts in hebrew Shtay Ya-dayim (two hands), Ech-ahd oo Shtay-im (one and two) We have two hands Shtay Ay-na-yim (two eyes), Ech-ahd oo shtay-im, We have two eyes Aff Ech-ahd (one nose), veh Peh Echad (and one mouth) We have one nose and one mouth Rosh Ech-ahd, one head, that’s what it’s all about ESER ETZBAOT SONG (ten fingers song with hand movements) Eser Etzbaot li yesh (I have ten fingers – show them) Kol Echad yodot hem (they know everything) Leh-tsayer veh Le-kash-kesh (to draw & scribble) Gam Ba Tof Yodot hem (they also know how to play drums) Hi-nei Bayit Ha Ka-tan (here is a little house) Boh key-seh veh gam shul-chan (where there is a chair and table) Meesh-ka-fay-eem Agul-eem (round glasses) Lee al ktzeh ha chotem (on the tip of my nose)
Hebrews 4:12-13 “THE LIVING WORD” Scripture: Hebrews 4:12-13 Memory Verse: “For the Word of God is living and powerful, and sharper than any two-edged sword…” Hebrews 4:12 a Lesson Focus: God’s Word is Alive! Activities and Crafts: Coloring Page, Work Sheet Craft for 1st & 2nd Graders: “The Bible Sword” Introduction: Game of Charades: (Call kids up and give them the word they are to act out) Heart pumping Lifting Weights Sword Tell the kids that we are going to be talking about what these three things represent: Living – or something alive Powerful A sharp Sword Heart Ask the kids if they can think of anything that is all four of the above? (The Bible) Bible Study: Hebrews 4:12: In this verse we are given four descriptions of what the Bible is: Living Powerful Sharper than a two-edged-sword Discerning the heart
*26 ἡ φωνὴ … τότε Ex 19.18; Jdg 5.4; Ps 68.8 Ἔτι … οὐρανόν Hg 2.6 p27 P: TEV FC NIV *29 ὁ θεὸς … καταναλίσκον Dt 4.24; 9.3; Is 33.14 q29 P: WH AD M // MS: NJB ch.13 *13.2 ἔλαθον … ἀγγέλους Gn 18.1-8; 19.1-3 a13.2 P: Seg VP *3 μιμνῄσκεσθε τῶν δεσμίων Mt 25.36; He 10.34 b3 P: TEV Seg FC NIV VP Lu REB *4 πόρνους … θεός Ga 5.19, 21; Eph 5.5 c4 SP: NA // P: TEV Seg FC VP Lu REB *5 Οὐ … ἐγκαταλίπω Dt 31.6 (Gn 28.15; Dt 31.8; Jos 1.5) d5 P: TOB *6 Κύριος … ἄνθρωπος Ps 118.6 e6 NO P: TR WH // S: NJB *7 μιμεῖσθε τὴν πίστιν 1 Cor 4.16; He 6.12 f7 SP: WH // P: TR Seg VP REB g8 SP: NA // P: M NIV *9 διδαχαῖς … παραφέρεσθε Eph 4.14 h9 P: TEV FC VP REB i10 P: NIV *11 Lv 16.27 k11 SP: NA *13 He 11.26 *14 He 11.10, 16; 12.22 l14 P: NIV *15 θυσίαν … 2 Chr 29.31; Ps 50.14, 23 καρπὸν χειλέων Ho 14.2
HEB ISD Nov. 28, 2017 6:00-7:30 Pat May Center 1849 Central Drive, Bedford, 76022 HEB ISD 101 · What is Family Engagement · Dual Framework for Family School Partnerships · Provide Feedback· Continuous Improvement · How to Help Your Child with Math and Reading · Tips and Tools for Sharing Info with Others HEB ISD Indicate your need when you register. 11/28/17 01/30/18 02/27/18 03/27/18 04/24/18 Contact: Kelly Rall 817-399-2180
What does a diagnosis of hearing loss mean? A small number of babies are born with a hearing loss, which means they are unable to detect sounds in the same way as other children. Hearing loss can occur if there is interruption to the passage of sound anywhere along the hearing pathway.1 Hearing tests usually involve taking specific measurements that provide information about the type and degree of loss. Results are usually displayed on a graph called an audiogram. These results are used to determine the appropriate next step for each child. Hearing loss is described by where the source of the hearing loss is, and it will also be described as mild, moderate, severe or profound. Regardless of the label given to your child’s hearing loss, it’s important to remember that each hearing loss is unique.2 What types of hearing tests are used with babies? Behavioural tests Behavioural tests are based on causing or observing a change in behaviour in response to sound. They include behavioural observation audiometry (BOA), visual reinforcement audiometry (VRA) and play audiometry. Behavioural testing involves the baby or child responding to sound, for example by turning the head. Objective tests These tests measure the physical response of a specific part of the auditory system and require little or no cooperation from the child. They include the auditory brainstem response (ABR) test, otoacoustic mission (OAE) and auditory steady state response (ASSR). Tympanometry is another objective test which gives information about the function of the middle ear. What is a hearing aid? Hearing aids are devices that amplify sounds to make them more audible to a person with a hearing loss. They do not cure the hearing loss but are helpful to many users. What is a cochlear implant? Sometimes called a bionic ear, a cochlear implant is a hearing device designed to produce useful hearing sensations by stimulating nerves inside the inner ear electrically. It is surgically implanted and suitable for people with severe or profound hearing impairments. What are the different types of hearing losses? Hearing losses may be sensorineural, conductive or mixed. In order to understand what they mean, it is important to know that the ear is made up of three parts: the outer ear, the middle ear and the inner ear. Each of these parts plays a different role in hearing.
Helpers - All Trec competitions rely on the support of volunteer judges and helpers. Can you or anyone coming with you lend a hand ? No experience necessary. Hailsham Equestrian Club - entry form Fun Trec Competition: 22/9/18 Date: Class Horse Height Rider HEC Member Y / N Age if under 16 Fee
(Sec.29B) Total Annual Income (Sec. 33) Total Annual Expenditure 35 (29.B – 33.B) Net Annual Disposable Income* * If the monthly / Annual Disposable Income is negative, kindly explain the reasons for the gap, and the arrangements through which the differential gap is met by the family Assets (with current market value) 36. Does the family own any Transport? Yes No If yes kindly fill the relevant details S # Transport Type (Car/ Motor cycle/ Others*) /Model Engine Capacity (CC) Registration No. Ownership Period 1 2 * Others: include tractor, rickshaw, bi-cycle, motorcycle rickshaw, carriage pick, truck etc. 37. Number of Cattle(s) (with kind) ____________________________________________ 38. Area and location of Land(s)/Plot(s) owned _______________________________________ Assets Title Qty Size Location (Address) Cultivable Area Agricultural Yield per Acre Residential Commercial Agricultural Employer/Govt Scheme 39. Assets worth (Current Market Value in Pak. Rs.) S # Assets Title Father Mother Spouse Self Guardian Total 1 House 2 Business 3 Land & Building 4 Bank Balance 5 Stocks/Prize bond 6 Others/ Cattle(s)
Figure S4. ML-1140. Maximum Likelihood topology based on the partitioned data set (per codon position) of the complete cytochrome b sequence (1140 bp) using GTR+Γ. Figure S5. BI-747-unpartitioned. Bayesian topology of the unpartitioned data set of 747 bp long cytochrome b sequence using GTR for all three codon position, all with the Figure S6. BI-747-partitioned. Bayesian topology of the partitioned data set of 747 bp long cytochrome b sequence using SYM, HKY, and GTR for the 1st, 2nd, 3rd codon position, all with the Γ-distribution. Figure S7. BI-569-unpartitioned. Bayesian topology of the unpartitioned data set of the cytochrome b sequence reduced to 569 bp using GTR+Γ. References Hassanin A, Delsuc F, Ropiquet A, Hammer C, Jansen van Vuuren B, Matthee C, Ruiz- Garcia M, Catzeflis F, Areskoug V, Thanh Nguyen T, Couloux A. 2012. Pattern and timing of diversification of Cetartiodactyla (Mammalia, Laurasiatheria), as revealed by a comprehensive analysis of mitochondrial genomes. Comptes Rendus Biologies, 335(1):32–50.
Parent’s stories My two boys “I have two boys. They are both deaf/hearing impaired. They are currently five- and three-years- old. I have known about their deafness for two years. There is no family history of any deafness in our families. We still have no answer as to why they are both deaf. When I was told they had nerve deafness, I didn’t understand how permanent it would be. I thought it would be something mild that could be fixed. When the audiologist told me they needed hearing aids, I was shocked and devastated. This was going to be a lifetime issue! I felt so guilty, like it must have been my fault. I had no idea what the future would bring. Now, two years on, I couldn’t be happier. I am so proud of both my boys. They have advanced in leaps and bounds since the initial discovery of their deafness. These advancements could only be attributed to the help and support I received from my family, but, more importantly, from an early intervention centre. They helped me understand what was happening, and what to expect in the future. They visited and contacted me regularly. Early Intervention [Services] has been the most amazing support, I could never have imagined going through these times without their help. Now my boys have a very normal life. They are very positive and happy children. I have met other parents with deaf children, through deaf playgroups and kindergarten. My husband and I have learnt how to sign, by our own choice. I feel like this is the most awesome thing anyone could ever teach their child. Communication is essential, whether it’s signing or speaking, as long as your child is happy and can express themselves. But the most important thing I could offer as a mother’s advice: Roll with the punches; deal with the blows as best you can. Stay positive and supportive of each other and your family. Everything will be fine!” © State of Victoria, 2010 Authorised by the Department of Education and Early Childhood Development
A/E For The Rector and Visitors of the By:______________________________ (Signature in Ink) (Date) By:________________________________ (Signature in Ink) (Date) Name:___________________________ Patricia A. Clifton, VCO, C.P.M., VCCO Contract Administration Manager Title: ____________________________ ATTEST:_________________________ (Signature) (Date) ATTEST:_____________________________ (Signature) (Date) Attachments: Memorandum of Understanding (Pages 1 thru ) A/E Letter Professional Services Contract Administrator _______ Contract Administration Manager ________
6. Overall Performance and Recommendations Consider the student’s performance overall, noting her areas of strength and areas for growth below. Outstanding Exceeds expectations Meets expectations Needs improvement Unsatisfactory Areas of Strength Areas for Growth 1. 2. 3. 1. 2. 3. Key work/tasks completed since midterm: Supervisor’s Signature: Date: Student’s Signature: Date:
For VUH and VCH Blood Transfusion – the Cosign has changes to the display name. And the hover over description has also been modified. Also, Plasmanate is no longer chartable. Any Previous documentation will be viewable. There has been a change in the Blood Administration Links. They will be found in the Misc (User training, Nsg References) >Blood Administration >with two options Which opens to And NICU & NBN Newborn Nursery Flowsheet >Educ/Dschrg Plan -24hr after birth Pulse Ox check will no longer be chartable. Any previous charting will be visible. The display name for Discharge Pulse Ox check has been changed to “CCHD” with three new options in the dropdown list. On the Plan of Care/Dschg Plan > DischrgePlanning – CCHD has been added
Weekly Course Schedule Topics & Readings Assignment/Readings Week 1 Thurs, Aug 18 Syllabus/Introduction to the course What is Health/Mental Health? Introduce Strength Finder2.0 Introduction Take Strengths Test Week 2 Tuesday, Aug 23 Guest Speaker: Steven Shook [UZoo-Personality Types] Thursday, Aug 25 Strengths/Mentally Healthy People [Positive Thinking Assignment] Top 5 Strengths (from book) Week 3 Tuesday, Aug 30 Who Moved my Cheese - Personality Types [Activity] Thursday, Sept 1 UCA Resources/Core [Resources-Presentation/Core-Letter to a Friend Assignment] Positive Thinking Assignment Due Week 4 Tuesday, Sept 6 Altruism/Moral Elevation [Volunteering] Letter to a Friend Assignment Due Thursday, Sept 8 Altruism – Guest Speakers Week 5 Tuesday, Sept 13 Values [In-Class Activity Assignment] Thursday, Sept 15 Presentations on UCA Resources Week 6 Tuesday, Sept 20 Emotions [Pleasure Events/Anger Assignment] Thursday, Sept 22 Emotions-Anger or Grief
Needs Improvement Satisfactory Meets Expectations Draft Not provided by due date (take off 50% of total score) N/A Provided by due date (receives full score) Process Evaluation (5pts) Only a few evaluations for some of the goals/objectives Don’t appropriately or completely measure goal/objective Evaluations but not connected to goals/objectives Evaluations but don’t appropriately or completely measure goal/objective Each goal/objective has a connected Evaluation included that appropriately and completely measures the specific goal/objective Impact Evaluation (5pts) Only a few evaluations for some of the goals/objectives Don’t appropriately or completely measure goal/objective Evaluations but not connected to goals/objectives Evaluations but don’t appropriately or completely measure goal/objective Each goal/objective has a connected Evaluation included that appropriately and completely measures the specific goal/objective Outcome Evaluation (5pts) Only a few evaluations for some of the goals/objectives Don’t appropriately or completely measure goal/objective Evaluations but not connected to goals/objectives Evaluations but don’t appropriately or completely measure goal/objective Each goal/objective has a connected Evaluation included that appropriately and completely measures the specific goal/objective Program Plan Presentation (100 pts) Needed elements of presentation Needs Improvement Satisfactory Meets Expectations Professionalism (30pts) Dressed inappropriately, ineffective use of media, no eye contact made Some of the criteria met with dress, media, eye contact and knowledge of Dressed appropriately, effective use of media, eye contact made with class
Access to electricity? Y N Damaged or poorly maintained electrical leads, cables or switches? Y N Water near electrical equipment? Y N Lack of isolation procedures? Y N Other Y N Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk Level ERGONOMICS Can anyone be injured due to: The use of the equipment may involve repetitive body movements and awkward positions. Ensure regular breaks are taken if the task entails long duration time. Ensure appropriate manual handling techniques are applied whilst operating equipment. Poorly designed workstation? Y N Repetitive body movement? Y N Minor Unlikely Low Constrained body posture or the need for excessive effort? Y N Minor Unlikely Low Design deficiency causing psychological stress? Y N Inadequate or poorly placed lighting? Y N
may pose a risk of fire and explosion to the operator. sources in a locked storage area). Ensure refuelling is conducted in a safe manner (e.g. equipment is switched off, away from ignition sources etc.). Can anyone be injured by explosion of gases, vapours, liquids, dusts, or other substances? Y N Major Unlikely Medium TEMPERATURE/MOISTURE Can anyone come into contact with objects at high or low temperatures? Y N Can anyone suffer ill-health due to exposure to high or low temperatures? Y N Can anyone be injured or suffer ill-health due to exposure to moisture? Y N OTHER Can anyone be injured or suffer ill-health from exposure to: The hedge trimmer produces exhaust fumes which can build up over time in an enclosed space. The operation of the hedge trimmer may produce wood dust. Ensure the hedge trimmer is only operated where there is adequate ventilation. Refuel chainsaw in area. Chemicals? Y N Moderate Unlikely Medium Toxic gases or vapours? Y N Minor Unlikely Low Fumes/Dusts? Y N Minor Unlikely Low Other? (please specify) Y N 4. Risk Assessment Signoff Authorised By: Signature: Date:
The Essential population had a significant effect on the Initiation rate of the Initiation and En- gagement of Alcohol and Other Drug Dependence Treatment measure. The PCC Plan’s rate without the Essential population is significantly better than the PCC Plan’s rate with the Es- sential population. (Note: Statistical significance was determined by comparing the upper and lower confidence intervals of the PCC Plan’s rate without Essential to the PCC Plan’s overall rate, which includes Essential members). Being unemployed is known to influence the initiation of drug treatment. Thus, employment status may be one factor influencing the PCC Plan’s overall rates since members eligible for Essential coverage are long-term unemployed individuals. There were no significant differences between the PCC Plan’s rate with and without the Es- sential population for the Engagement of Treatment measure. See Appendix D for results of the Engagement measure for both PCC Plan populations.
92 Kobak K, Taylor L, Katzelnick D, Olson N, Clag- naz P and Henk H. Antidepressant Medication Management and the Health Plan Employer Data Information Set (HEDIS) criteria: reasons for non- adherence. Journal of Clinical Psychiatry. 2002; 63:727-732. 93 Sleath B, Wurst K and Lowery T. Drug informa- tion sources and antidepressant adherence. Com- munity Mental Health Journal. 2003; 39:359-368. 94 Katon W, Rutter C, Ludman E. A randomized trial of relapse prevention of depression in primary care. Archives of General Psychiatry. 2001;58:241-247. 95 Unutzer J, Rubenstein L, Katon W, et al. Two- year effects of quality improvement programs on medication management for depression. Archives of General Psychiatry. 1996:53:924-932. 96 Simon G, Ludman E, Tutty S, Operskalski B and Korff M. Telephone psychotherapy and telephone care management for primary care patients starting antidepressant treatment: a randomized controlled trial. JAMA. 2004;292:935-942.
Statistical Summary—Combination 2 Statistical Summary—Combination 3 2006 Comparison Rates Nat'l Mcaid 90th Pctile: n/a Nat'l Mcaid Mean: n/a MassHealth Weighted Mean: 61.7% Nat'l Mcaid 75th Pctile: n/a MA Commercial Mean: n/a MassHealth Median: 66.4% b The source of the National Medicaid 90th Percentile, National Medicaid 75th Percentile, National Medicaid Mean, and MA Commercial Mean is Quality Compass, 2006.
Member Ages 18-64 Discharges / Member Ages 65+ * / MALE Months Days ALOS Discharges 1000 Member MALE Months Days ALOS Discharges 1000 Member PCCP 0 0 . 0 . NHP 125 0 . 0 0.0 NH 1 0 . 0 0.0 FCHP 0 0 . 0 . BMCHP 1 0 . 0 0.0 Member Discharges / FEMALE Months Days ALOS Discharges 1000 Member FEMALE Months Days ALOS Discharges 1000 Member PCCP 1,066,183 15,214 5.4 2,823 2.6 PCCP 0 0 . 0 . NHP 352,591 2,259 4.1 548 1.6 NHP 112 0 . 0 0.0 NH 230,678 2,993 4.1 727 3.2 NH 0 0 . 0 . FCHP 37,833 202 3.5 57 1.5 FCHP 0 0 . 0 . BMCHP 487,899 3,660 3.9 928 1.9 BMCHP 10 0 . 0 0.0 Member Discharges / Member / TOTAL Months Days ALOS Discharges 1000 Member TOTAL Months Days ALOS Discharges 1000 Member PCCP 1,619,631 37,785 5.3 7,188 4.4 PCCP 0 0 . 0 . NHP 446,014 3,652 4.0 911 2.0 NHP 237 0 . 0 0.0 NH 318,180 6,122 4.3 1,435 4.5 NH 1 0 . 0 0.0 FCHP 51,763 442 3.8 117 2.3 FCHP 0 0 . 0 . BMCHP 651,380 8,240 3.8 2,172 3.3 BMCHP 11 0 . 0 0.0
November 2008 MassHealth Managed Care HEDIS® 2008 Final Report Prepared by: Project Team: Center for Health Policy and Research (CHPR) in collaboration with the Mass- Health Office of Acute and Ambulatory Care (OAAC) and the MassHealth Be- havioral Health Program (MHBH) Center for Health Policy and Research Terri Costanzo Paul Kirby Ann Lawthers Heather Posner David Tringali Jen Vaccaro Jianying Zhang Office of Acute and Ambulatory Care Louise Bannister Sharon Hanson Marlene Kane Susan Maguire Jennifer Maniates Mary Ann Mark Lana Miller Shaun O’Rourke MassHealth Behavioral Health Program John DeLuca Data Analysis and Performance Measurement Amina Khan Nicole Tibbetts MassHealth Managed Care HEDIS 2008 Report
HEDIS 2008 Measure 2008 National Medicaid 75th Percentile PCC Plan NHP NH FCHP BMCHP Antidepressant Medication Management Optimal Practitioner Contacts 28.9% 27.3% 31.1% 40.3%↑ 25.3% 26.4% Effective Acute Phase 48.3% 48.7% 45.1% 46.9% 49.4% 34.9%↓ Effective Continuation Phase 31.3% 33.1% 28.1% 32.7% 35.4% 19.7%↓ Follow-up After Hospitalization for Mental Illness 7 Day 57.4% 55.0%↓ 62.4%↑ 57.9% 70.2%↑ 53.9%↓ 30 Day 75.0% 74.4% 80.2%↑ 79.3%↑ 91.2%↑ 76.4% Appropriate Treatment for Children with Upper Respiratory Infection Appropriate Treatment for URI 90.4% 86.3%↓ 94.8%↑ 90.7% 96.3%↑ 93.8%↑ Key: PCC Plan—Primary Care Clinician Plan FCHP—Fallon Community Health Plan Health Plan BMCHP—Boston Medical Center HealthNet Plan NH—Network Health ↑ Indicates a rate that is significantly better than the 2008 national Medicaid 75th percentile. ↓ Indicates a rate that is significantly worse than the 2008 national Medicaid 75th percentile. Neighborhood
Statistical Summary— Age 12 to 24 Months Statistical Summary— Age 25 Months to 6 Years Comparison to Benchmarks: 2008 Comparison Rates Nat'l Mcaid 90th Pctile: 92.0% Nat'l Mcaid Mean: 84.3% MassHealth Weighted Mean: 93.6% Nat'l Mcaid 75th Pctile: 89.6% MA Commercial Mean: 95.1% MassHealth Median: 92.9% Nat’l Mcaid 75th Pctile Nat’l Mcaid Mean MA Comm Mean Plan’s 2006 Rate MassHealth Plan Rates PCCP(A) * * * • 2008 Num Den Rate LCL UCL 2006 Num Den Rate LCL UCL NHP(A) NH(A) * * * * • • O * PCCP NHP NH (A) 18,188 19,032 (A) 13,779 14,838 (A) 10,857 11,894 95.6% 92.9% 91.3% 95.3% 95.9% 92.4% 93.3% 90.8% 91.8% PCCP NHP NH (A) 17,746 17,972 (A) 12,263 13,163 (A) 8,238 9,389 98.7% 93.2% 87.7% 98.6% 98.9% 92.7% 93.6% 87.1% 88.4% FCHP(A) O * • O FCHP (A) 965 1057 91.3% 89.5% 93.0% FCHP (A) 882 939 93.9% 92.3% 95.5% BMCHP(A) * * • * BMCHP (A) 22,113 23,600 93.7% 93.4% 94.0% BMCHP (A) 17,869 19,607 91.1% 90.7% 91.5% The source of the National Medicaid 90th Percentile, National Medicaid 75th Percentile, National Medicaid Mean, and MA Commercial Mean is Quality Compass, 2008.
Name of measure Information on the intent of each measure, including any clinical guidelines on which it is based Statistical summary comparing plan rates to comparison rates named at the top of each column * 2010 rate is significantly above the comparison rate O 2010 rate is not significantly different from the comparison rate 2010 rate is significantly below the comparison rate Individual HEDIS 2010 plan data including numerator, eligible population (where applica- ble) denominator, reported rate, and upper and lower confidence intervals The 2010 national Medicaid 75th percentile is listed as a benchmark. The 2010 national Medi- caid 90th percentile, 2010 national Medicaid mean, 2010 Massachusetts Commercial mean, and 2010 MassHealth weighted mean and me- dian are listed as comparison rates Comparison of plan rates with the comparison and benchmark data of results, including opportunities for improvement Historical data from HEDIS 2008 A
Statistical Summary — Age 16 to 20 Statistical Summary — Age 21 to 24 Comparison to Benchmarks: 2010 Comparison Rates Nat'l Mcaid 90th Pctile: 73.4% Nat'l Mcaid Mean: 61.4% MassHealth Weighted Mean: 70.4% Nat'l Mcaid 75th Pctile: 69.1% MA Commercial Mean: 58.9% MassHealth Median: 69.8% Nat’l Mcaid 75th Pctile Nat’l Mcaid Mean MA Comm Mean Plan’s 2008 Rate MassHealth Plan Rates PCCP(A) * * O O * * * * * * * * * * n/a n/a n/a n/a n/a 2010 Num Den Rate LCL UCL 2008 Num Den Rate LCL UCL NHP(A) PCCP (A) 3,492 5,182 67.4% 66.1% 68.7% PCCP (A) n/a n/a n/a n/a n/a NH(A) NHP NH (A) 1,931 2,519 (A) 1,534 2,139 76.7% 71.7% 75.0% 78.3% 69.8% 73.6% NHP NH (A) n/a n/a (A) n/a n/a n/a n/a n/a n/a n/a n/a FCHP(A) FCHP (A) 156 225 69.3% 63.1% 75.6% FCHP (A) n/a n/a n/a n/a n/a BMCHP(A) BMCHP (A) 2,805 4,021 69.8% 68.3% 71.2% BMCHP (A) n/a n/a n/a n/a n/a The source of the National Medicaid 90th Percentile, National Medicaid 75th Percentile, National Medicaid Mean, and MA Commercial Mean is Quality Compass, 2010.
used for retail planning purposes, but this is considered appropriate in the context of considering the town centre housing market. Wider Town Centre Boundary used for Analytical Purposes Source: Aylesbury Town Centre Plan The 2011 Census recorded a population in this area of 3,500 persons. As we would expect, the Town Centre has a younger population structure than other parts of the District - with 48% of the population aged between 20-44. Those in this age band are over-represented relative to wider geographies. Population Structure - Aylesbury Town Centre, 2011 Source: 2011 Census A significant 81% of residents in the Town Centre area are economically active. Almost three quarters (74%) are employed or self-employed, with 3% full-time students and 4% unemployed. Unemployment is 1 percentage point above the District average. The proportion of residents in employment is notably above average, as we would expect given the younger age profile of the population relative to other parts of the District. Economic Activity - Aylesbury Town Centre, 2011 Source: 2011 Census The occupational structure sees an above average representation of the following occupational groups relative to the wider District: Professional; Associate Professional; Caring, Leisure and Other Service; and Elementary. This suggests a profile which is focused towards office workers on the one hand, and those working in retail/ service jobs on the other. It is notable that the largest occupational groups and professional and associate professional which together account for more than a third of residents in employment (33.9%).
Alphabetical Order by the Author’s Last Name – Use Easybib.com Boser, Ulrich. "We're All Lying Liars: Why People Tell Lies, and Why White Lies Can Be Ok." US News. U.S.News & World Report, 18 May 2009. Web. 14 Oct. 2012. <http://health.usnews.com/health-news/family-health/brain-and-behavior/article>. 1” Margins Times New Roman, 12 pt. Font
Monday Tuesday Wednesday Thursday Friday Alabama Science Standards Unit 11 and 12 Cover S4-10 Unit 11 and 12 Cover S4-10 Unit 11 and 12 Cover S4-10 Unit 11 and 12 Cover S4-10 Unit 11 and 12 Cover S4-10 Daily Lessons for the classroom QC= Quick check AM= Activity Manual TB= Text Book QZ=Quizz Unit 11 AM 161 Preview chapter Read TB QC 241 *digestive system, *saliva *taste buds AM Digestion Video Part 1 Review Mouth Read TB 244-247 QC 247 Define- *esophagus *epiglottis *peristalsis *sphincter *stomach *chime Video Part 2 Read QC251 AM162 Define- *bile Finish Video Science Activities for 2nd period Easter Party during during 4th period class Good Friday No School Homework/ Projects Complete QC, AM 163 and definitions if needed , QC251, and definitions if needed No Homework Church and Family Night See you Tuesday Happy Easter See you Tuesday 4th Grade Science Weekly Lesson Plans Semester 2 Qtr.4 Week 2 March 26-30, 2018
For all VUMC – ASMNT tabs> CVC trended data > Gauge/Length – addition of 19g x 1 ¼ For 11NM, 8S, 6A, and 6B Precautn/Isoltn section has been added to the Chemotherapy/Infusion tab
Recognize Respond Refer Provide training for all school staff. Partner with organizations such as law enforcement and the local rape crisis center with expertise regarding sex trafficking and sexual trauma for guidance on awareness training and identification strategies. Develop a quick reference guide for warning signs, indicators, and risk factors. Reference guide should also include a response protocol. Provide staff with and professional development opportunities to stay current on latest trafficking trends and indicators. Never attempt to intervene by confronting the trafficker or rescuing the victim. Doing so may put the victims, yourself, or others in danger. If a student respond with compassion and empathy. Be and provide safety planning. If the student is in immediate danger, contact 9-1-1. If trafficking is suspected or disclosed, report immediately and follow mandated reporting law and response protocol. Maintain student’s confidentiality and do not share information with staff or students. Provide internal support from trained school social worker or counselor. Provide necessary measures to address needs and support continued education. Identify local agencies that provide services to victims of trafficking. Identify and partner with local expert organizations for information and referrals: Rape crisis center Domestic violence agency Youth organizations Advocacy organizations Mental health service providers Medical providers with expertise in adolescent health care and reproductive health services Substance abuse treatment programs Academic support services Create a resource list for school staff and to be made available for students at the campus student support or resource center.
Standard 5: Decision Making All students will demonstrate the ability to use decision-making skills to enhance health. Managing health behaviors requires critical thinking and problem solving. The ability to use decision-making skills to guide health behaviors fosters a sense of control and promotes the acceptance of personal responsibility. Standard 6: Goal Setting All students will demonstrate the ability to use goal-setting skills to enhance health. The desire to pursue health is an essential component of building healthy habits. The ability to use goal-setting skills enables students to translate health knowledge into personally meaningful health behaviors. Standard 7: Practicing Behaviors All students will demonstrate the ability to practice behaviors that reduce risk and promote health. Practicing healthy behaviors builds competence and confidence to use learned skills in real-life situations. The ability to adopt health-enhancing behaviors demonstrates students’ ability to use knowledge and skills to manage health and reduce risk-taking behaviors. Standard 8: Health Promotion All students will demonstrate the ability to promote and support personal, family, and community health. Personal, family, and community health are interdependent and mutually supporting. The ability to promote the health of oneself and others reflects a well-rounded development and expression of health. The health education standards are designed to be achieved by all students in
minor consent services, the National Center for Youth Law’s Adolescent Health Law Project is an easily accessible resource. Teachers play a critical role in cultivating safety, engagement, and inclusivity by creating positive learning environments in their classrooms. Professional learning and collaboration can help teachers apply appropriate classroom management strategies. Classroom policies, procedures, and communication strategies must be in place to ensure that students engage appropriately within the classroom as well as on the school campus. Teachers and students may work collaboratively to create expectations and norms for student discourse. Examples of strategies teachers can use to establish a safe, confidential, inclusive, and engaging classroom include: sending a welcoming postcard to each student before the school year begins; greeting each student at the door as they enter the classroom; positive letters, e-mails, and phone calls to parents, guardians, and caretakers; asking students to reflect upon and write down a success that they achieved at the end of the day; and allowing students to participate in the process of establishing classroom rules. Though health is a personal subject matter and can be subjective, every effort should be made to refrain from asking students to share personal information or their own individual experiences for sensitive subject matter. If there is the potential to share sensitive or confidential information in the course of classroom discussion, teachers should advise students in advance that they are not required to share this information. Teachers should inform their students that as mandated reporters they are required report suspected abuse or neglect. Teachers are also obligated to get help if a student reveals that they or anyone is in danger (Telljohann 2015). Aside from classroom connectivity, students must have opportunities that give them a sense of purpose and belonging to their school and their community. Examples include special interest clubs, LGBTQ+ and ally groups, sports programs, opportunities for student leadership on councils both with other students and as student members of stakeholder groups, participation in service learning programs, and school-sponsored activities that include parents, guardians, caretakers, families and community members. All students and staff should feel comfortable and safe in the school environment
try something new, they rate it on a scale of Tried It; Liked It; Loved it! and use adjectives to describe the smell, flavor, and textures of each new food. For each new fresh fruit or vegetable or other healthy food they try, they add a sticker or stamp to their Healthy Food Passport with the goal of tasting as many new, healthy foods as possible over time. Consult the school’s policy on preparing and serving food in the classroom and possible food allergies.<eyh> Students learn that half their plate should be filled with mostly vegetables and some fruit. They begin to consider how to add for vegetables and fruit to their diet by answering discussion prompts such as: What is your favorite vegetable and fruit? How do you feel about trying new fruits and vegetables? What could make eating vegetables easier? The students discuss the following tips with each other in small groups and then in a larger group with the teacher: Choose fresh, frozen, or dried fruits and vegetables. (Which do you prefer?) Eat red, orange, and dark green vegetables, such as carrots, sweet potatoes, spinach and broccoli, as main and side dishes. (What are some examples of dishes you like that include these foods?) Eat fruit as snacks, in salads, or for dessert. (Why is fruit a good dessert choice?) Keep raw, cut-up vegetables handy for quick snacks. (List some veggies you could use for this.) Choose whole or cut-up fruits more often than fruit juice. (Why is this a good idea?) Check juice labels to ensure that they are 100% juice. <byh>Have a fruit or vegetable at every meal. (List some veggies you would chose.) Choose new fruits and vegetables to try when you’re at the market. Try growing a fruit or vegetable at home. (What are some you would like to try?) Ask your parent/guardian/caretaker to keep chopped vegetables in the fridge for easy snacking. (List some veggies you would chose.)<eyh>