zilongwang/ReadingBank huggingface dataset:
PERSON SPECIFICATION – Teaching and Research Band 8 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training A good degree and a PhD or equivalent in a Genetics-related subject Recognised professional accreditation (where appropriate) A minimum requirement to be at Associate Fellow as represented within the UK Professional Standards Framework with the expectation of being at Fellow level within 2 years from commencement of the post Experience of biomedical science teaching and interest in forensic science, proteomics, cardiovascular research or ageing. Application Interview Work Experience Ability to undertake duties of the post Evidence of: Reputation nationally and internationally for research, reflected in sustained output, level of innovation, impact on discipline or profession and recognition in high-impact factor journals Research experience in the Department’s main research themes Excellence in teaching from peer review, from student assessment/feedback, and /or from examination results A track record of attracting research funds A significant number of presentations at national and/or international conferences. Membership of Departmental Teaching Committee or equivalent Application Interview Skills and Knowledge Includes abilities and intellect Evidence of: An extensive knowledge and understanding of undergraduate and postgraduate in (Department or discipline) An ability to develop new courses and actively contribute assessment examinations Evidence of active contribution and influence in the following areas: Effective management of research project resources Ability to motivate research teams to deliver high quality outputs Accreditation of courses by professional bodies Application Interview Other
An ability to communicate complex conceptual ideas to widely divergent audiences. Effective management of resources e.g. financial, equipment etc Acting as a visiting examiner at other Institutions Involvement with external quality audit or assessment Service as an advisor on teaching and learning in the local community Personal Qualities Includes any specific physical requirements of the post – (subject to the provisions of the Equality Act 2010) This includes information how you meet the requirements under additional information as stated in the job description documentation. Evidence of: A positive contribution to University activities and initiatives including open days, graduation ceremonies etc. and willingness to undertake administrative activities Working in an open and transparent way, providing information and communicating effectively with colleagues Collaborative working Continuous Professional Development Collaborative working, particularly on interdisciplinary activities Application Interview
PERSON SPECIFICATION – Teaching and Scholarship Band 7 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training First Degree or equivalent professional qualification Expected to undertake PCAP within 2 years if limited teaching experience (unless the candidate already has an equivalent qualification) Masters degree or working towards Masters degree Teaching qualification (or willingness to work towards one) Published in appropriate field of expertise Application Interview Work Experience Ability to undertake duties of the post Evidence of: Experience of working at an advanced level utilising comprehensive advanced organ system assessment and examination skills Scholarly or professional practice development experience in one of the Faculty’s main research themes Evidence of expertise in minor illness and minor injuries Previous experience in a HEI health and social care programmes. Experience of online teaching and learning Evidence of presentations at regional, national and/or international conferences or events Application Interview Skills and Knowledge Includes abilities and intellect Evidence of: A knowledge and understanding of the strategic landscape for advanced practice. An ability to develop new courses and actively contribute An active contribution to University activities such as committees and scholarly/research groups Application Interview
to the assessment of learning outcomes. An ability to communicate complex conceptual ideas to widely divergent audiences. Effective management of resources e.g. financial, equipment, etc. Involvement with quality audit or assessment Service as an advisor on teaching and learning in the local community Personal Qualities Includes any specific physical requirements of the post – (subject to the provisions of the Equality Act 2010) Evidence of: A willingness to contribute to University activities and initiatives including open days, graduation ceremonies etc. Willingness to undertake administrative activities Working in an open and transparent way, providing information and communicating effectively with colleagues Collaborative working , particularly on interdisciplinary activities Continuous Professional Development Ability to balance the pressures of competing workload demands to achieve deadlines. A positive contribution to University activities and initiatives including open days, graduation ceremonies etc., and undertake administrative activities. Application Interview
PERSON SPECIFICATION – Teaching and Research Band 7 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training A good degree and a PhD or equivalent in a Cancer Biology relevant subject Recognised professional accreditation (where appropriate) Expected to undertake PCAP within 2 years if limited teaching experience, unless already has a relevant qualification Experience of biomedical science teaching and interest in Cancer Imaging, cancer therapy and/or immunology. Application Interview Other Work Experience Ability to undertake duties of the post Evidence of: Ability to effectively at undergraduate and postgraduate level in a variety of teaching An emerging track record of high quality research output, with publications in factor journals Have research experience in the Department’s main research themes Supervision of undergraduate and postgraduate research projects Involvement in applying for research funding Application Interview Skills and Knowledge Includes abilities and intellect Evidence of: An active contribution to University activities such as committees and research groups An extensive knowledge and understanding of undergraduate and postgraduate (Department or discipline) A creative research vision for development, implementation and delivery of successful research projects Application Interview Other
PERSON SPECIFICATION – Teaching and Research Band 8 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training A good degree and a PhD or equivalent in a Cancer Biology relevant subject Recognised professional accreditation (where appropriate) A minimum requirement to be at Associate Fellow level as represented within the UK Professional Standards Framework with the expectation of being at Fellow level within 2 years from commencement of the post Experience of biomedical science teaching and interest in Cancer Imaging, cancer therapy and/or immunology. Application Interview Other Work Experience Ability to undertake duties of the post Evidence of: Reputation nationally and internationally for research, reflected in sustained output, level of innovation, impact on discipline or profession and recognition in high-impact factor journals Research experience in the Department’s main research themes Excellence in teaching from peer review, from student assessment/feedback, and /or from examination results A track record of attracting research funds A significant number of presentations at national and/or international conferences. Membership of Departmental Teaching Committee or equivalent Application Interview Other Skills and Knowledge Includes abilities and intellect Evidence of: An extensive knowledge and understanding of undergraduate and postgraduate in (Department or discipline) An ability to develop new courses and actively contribute assessment examinations Evidence of active contribution and influence in the following Effective management of research project resources Ability to motivate research to deliver high quality outputs Accreditation of courses by professional bodies Application Interview Other
PERSON SPECIFICATION – Teaching and Scholarship Band 7 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training A good degree and a PhD (or close to completion) in Psychology or closely relevant discipline Expected to undertake the postgraduate certificate in academic practice (PCAP) within 2 years if limited teaching experience, unless already has a relevant qualification Eligibility for Graduation member of the British Psychological Society. Application Interview Other Work Experience Ability to undertake duties of the post Evidence of: Ability to teach effectively at undergraduate level in a variety of teaching covering the five core areas required by the BPS Ability to support research methods teaching delivery Creating teaching materials at undergraduate Application Interview Other Skills and Knowledge Includes abilities and intellect Evidence of: An active contribution to University activities such as committees and research groups A good knowledge and understanding of undergraduate and postgraduate studies in Psychology An ability to communicate complex conceptual ideas to widely divergent audiences Application Interview Other Personal Qualities Evidence of: A positive contribution to University activities and initiatives including open Application
Includes any specific physical requirements of the post – (subject to the provisions of the Equality Act 2010) days, graduation ceremonies etc. and willingness to undertake administrative activities Working in an open and transparent way, providing information and communicating effectively with colleagues Continuous professional development Collaborative working, particularly on interdisciplinary activities Interview Other
Whether the teacher is teaching under emergency or other provisional status through which State qualification or licensing criteria has been waived. The baccalaureate degree major of the teacher and any other graduate certification or degree held by the teacher. Whether the child is provided services by paraprofessionals and, if so, their qualifications. Additional Information – In addition to the information that parents may request under subparagraph (A), a school that receives funds under this part shall provide to each individual parent – Information on the level of achievement of the parent’s child in each of the State academic assessments as required under the part; and Timely notice that the parent’s child has been assigned, or has been taught for four or more consecutive weeks by, a teacher who is not highly qualified. Format – The notice and information provided to parents this paragraph shall be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand. PARENT/TEACHER CONFERENCES Every parent is encouraged to know about his child’s classroom performance and to become acquainted with his or her teachers. We urge you to call the school office and schedule a conference with your child’s teachers at a mutually convenient time. Teachers will NOT be pulled away from their teaching responsibilities for an unscheduled conference. Teachers are on duty from 3:30 p.m. until 6:30 p.m. on parent-teacher conference days. We will make every effort to be available for you during these times to speak with your child’s teachers and pick up report cards for the corresponding nine weeks. PETITIONS Petitions, for any cause, may not be circulated in the school without the permission of the principal. Distribution of materials of any kind (other than those being distributed by the school) are not to disrupt the educational process in any way and must meet the guidelines as established by the state and federal court system. All posted items must be approved in advance by the building administration. PLEDGE OF ALLEGIANCE "I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all." PUBLIC DISPLAY OF AFFECTION No inappropriate displays are permitted. School is not the time or place to engage in activity that might otherwise distract the students involved, or student witnesses, from our mission of excellence in education. Greetings and interactions should be
Signs of Fatigue Physical signs Repeated yawning Rubbing eyes Staring blankly, eyes going in and out of focus Frequent/long blinks Difficulty keeping eyes open Head nodding Negative mood Reduced tolerance for what is going on around us. Become irritable and are more easily frustrated. Lethargic and lacking in initiative and motivation. Reduced willingness to interact with others. Reduced communication Reduced willingness and ability to communicate Less descriptive language May neglect to pass on important information to colleagues Slips and /or lapses Slips – i.e. accidentally doing the wrong thing e.g. picking up the wrong tool Lapse – i.e. accidentally not doing the right thing e.g. forgetting to tighten a nut Poor memory Impairs short-term memory so we forget what we have and have not done Cannot recall recent conversations or information read Reduced attention Difficulty dividing our attention appropriately between multiple tasks Hard to plan for future actions Concentration lapses Easily distracted from the task in hand Become fixated on one particular task (‘narrowing of focus’/cognitive tunnelling’) so too much attention or insufficient attention is paid to peripheral events and auxiliary tasks Impaired problem solving Disruption of problem solving processes Identification & evaluation of alternative courses of action Construction of mental images Integration of incoming information with existing knowledge Persevere with ineffective solutions Increased risk taking Reduced ability to assess risks Increased willingness to take risks More likely to cut corners Accept lower standards in accuracy and performance
2019 Level II Accurately report supplies and services for physician, hospital outpatient, and ASC settings with the 2019 Level II Expert. Use this comprehensive reference for the HCPCS code set that focuses on management of reimbursement. This user-friendly book will guide any coder confidently through current modifiers, code changes, additions and deletions with information as dictated by the Centers for Medicare and Medicaid Services (CMS). Key Features and Benefits Exclusive to the Expert edition: Most complete HCPCS code set available. Find information on codes from sources that generate HCPCS codes, including CMS, OPPS addendum B, and the Medicare fee schedule. Table of Drugs. Locate both generic and brand-name drugs and their corresponding codes based on the amount and route of administration. Glossary of terms. Increase your understanding of HCPCS codes to improve coding accuracy. Access to Medically Unlikely (MUE). Improve accuracy of claims by ensuring compliance with the CMS program through easy access to codes and their associated MUE units. Special appendixes. Get additional information, such as the deleted codes crosswalk. Medicare Average Payment Table. Access this Medicare table online for a baseline for payment rates. Professional and all editions include the traditional hallmark features: Comprehensive code updates. APC status indicators and ASC designation symbols. Determine which codes are payable under OPPS and which codes enable billing using ASC groupings, as well as how to accurately use each to help ensure appropriate billing and reimbursement. DMEPOS icon. Distinguish codes paid under the DMEPOS fee schedule to improve efficiency
Teacher: Russo Course: HS2 Period(s): 1 Week of: 1/15/18 Monday Tuesday Wednesday Thursday Friday Unit Learning Describe and explain workplace safety to include standard precautions and stress management. Properly perform various patient lifting and transporting techniques. Daily Learning Goal No school Achieve an 80% or better on unit 2 quiz Describe proper body mechanics when lifting patients Properly perform various and drags Properly perform various lifts and drags Activities: Bell work, Assessment in action and unit 2 quiz. Bell work point presentation and guided notes Bell work point presentation and guided notes, practice patient lifting techniques Bell work point presentation and guided note, practice patient lifting techniques. Bell Work Vocabulary: Vocabulary Explain the following Cloths drags, blanket drag, arm to arm drag, firefighter drag Describe how o properly perform three different non ambulatory carries Standards or Frameworks: LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6
Teacher: Course: HS2 Period(s): 1 Week of: 1/29/18 Monday Tuesday Wednesday Thursday Friday Unit Learning Goals Discuss the legal and ethical issues of an EMR. Demonstrate the ability to properly communicate with other healthcare workers and provide examples of proper documentation. Daily Learning Goal Distinguish between negligence and malpractice as provided in situational analysis Earn and 80% or better on “ethics quiz”. Properly demonstrate how to record patient findings. Demonstrate principles of communication with patients in a manner that achieves a positive relationship. Demonstrate proper patient interview techniques. Demonstrate proper use of medical terminology and anatomical Activities: Situational analysis along with reaction questions. Unit quiz. Power point personation with guided notes Power point personation with guided notes Power point personation with guided notes point personation with guided notes. You are the provide activity. Bell Work You are the provider activity # 1, 2, 3 4 Review for quiz. Two types of communication systems: Voice & Data Types of Radio Systems: Base station, mobile radio, portable radio and repeater Provide 5 ways Data systems can be used for communication When arriving on the scene what information should be communicated with the base: list 4. What information should be provided to responding EMS What information should be included in a “hand-off” report. Standards or Frameworks: LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6
Teacher: Course: HS2 Period(s): 1 Week of: 1/8/18 Monday Tuesday Wednesday Thursday Friday Unit Learning Goals Describe and explain the various components of the EMS system. Daily Learning Goal Describe the two main groups of skills learned by an EMR List at least 7 responsibilities of the EMR Explain the importance of documentation Explain the components of a Quality Control System What does being certified mean and explain how one becomes and maintain certification Activities: Bell Work, Power point presentation along with guided notes. Bell Work, Power point presentation along with guided notes. Bell Work, Power point presentation along with guided notes. Bell Work, Power point presentation along with guided notes. Bell Work, Power point presentation along with guided notes. Bell Work Draw the agencies involved from start to finish of an emergency. What are the three goals that EMR training will teach you? List 5 items that should be in every FA kit. List 5 personal roles and responsibilities of an EMR What is medical oversight and why is it important? List 6 components of a QC system. Standards or Frameworks: LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6
Teacher: Course: HS2 Period(s): 1 Week of: 10/16/17 Monday Tuesday Wednesday Thursday Friday Unit Learning Goals Understand the principles of legal and ethical issues as they pertain to today’s healthcare delivery system. Daily Learning Goal No school Understand and explain how ethical issues affect modern healthcare Explain patient’s & resident’s Bill of Rights. Now strength and weakness in unit Earn 80% or better on unit test Activities: Bell work, power point presentation with guided notes Bell work, point presentation with guided notes. Review Guide Bell work and review Jeopardy Unit test Bell Work Using a double bubble explain sim/contrast between Slander & libel Explain the parts of a contract and provide an example at a doctor’s office. How long do you need to keep healthcare records? List two examples and how are they disposed of. Explain the difference between a patients and Residence Bill of rights Provide 3 of each Prepare for unit test Standards or Frameworks: LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 SC.912.1.13.10, SC.912.N.1.1 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 SC.912.1.13.10, SC.912.N.1.1 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 SC.912.1.13.10, SC.912.N.1.1 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 SC.912.1.13.10, SC.912.N.1.1
Teacher: Russo Course: HS2 Period(s): 1 Week of: 10/2/17 Monday Tuesday Wednesday Thursday Friday Unit Learning Goals Understand and explain how different personal characteristics can effect various healthcare professions. Daily Learning Goal Identify why teamwork is beneficial in HC. Define leadership and explain the three different styles of leadership Explain the two types of stress and the effects of each on the body Identify strengths and weakness for unit 3 test. Earn a 80% or better on unit 3 test Activities: Bell work, power point presentation with guided notes Bell work and power point presentation with guided notes. Workbook assignment Bell work and power point presentation with guided notes. Workbook assignment Workbook assignment and study guide for unit test. Review Jeopardy Unit 3 test Personal Characteristics of a HC Worker Bell Work List at least 5 ways a HC worker can work as a team unit. Define stress and list at least 5 ways to deal with stress Explain the difference between positive and negative stress List possible of symptoms of negative stress Review for test Standards or Frameworks: LAFS.910.1.2 LAFS.113.SL.1.2 LAFS.W.1.2 LAFS.910.1.2 LAFS.113.SL.1.2 LAFS.W.1.2 LAFS.910.1.2 LAFS.113.SL.1.2 LAFS.W.1.2 LAFS.910.1.2 LAFS.113.SL.1.2 LAFS.W.1.2 LAFS.910.1.2 LAFS.113.SL.1.2 LAFS.W.1.2
Teacher: Russo Course: HS2 Period(s): 1 Week of: 10/30/17 Monday Tuesday Wednesday Thursday Friday Unit Learning Goals Monday & Tuesday) Understand the principles of legal and ethical issues as they pertain to today’s healthcare delivery system. Wednesday – Friday: Become AHA FA & CPR with AED certified. Daily Learning Goal Properly perform both chest compressions and rescue breaths at a ratio of 30:2 for 5 sets Properly perform first aid for obstructed airway Demonstrate proper use of an AED Demonstrate five cycles of adult CPR from scene assessment to AED use. Demonstrate five cycles of child CPR from scene assessment to AED use. Activities: Bell work, interactive video with practice sessions Bell work, interactive video with practice sessions Bell work, interactive video with practice sessions Bell work, interactive video with practice sessions Bell work, interactive video with practice sessions Bell Work Describe the steps to performing a rescue breath beginning with head tilt List in order the steps taken in adult CPR beginning with arriving on the scene. List the steps for FA of an conscious victim obstructed airway List steps for the use of an AED List 5 special considerations for AED use. Standards or Frameworks: LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 SC.912.1.13.10, SC.912.N.1.1 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 SC.912.1.13.10, SC.912.N.1.1 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6
Teacher: Russo Course: HS2 Period(s): 6 Week of: 10/8/18 Monday Tuesday Wednesday Thursday Friday Unit Learning Goals Understand the principles of legal and ethical issues as they pertain to today’s healthcare delivery system. Daily Learning Goal Explain the term abuse and provide three examples Explain the difference between malpractice and negligence Explain invasion of privacy as it pertains to healthcare Describe how healthcare laws affect healthcare Explain the term privilege communication. Activities: Bell work, independent reading assignment and recall question Bell work, power point presentation with guided notes Bell work, power point presentation with guided notes Bell work, power point presentation with guided notes Bell work, power point presentation with guided notes Classwork / Homework/ Bell Work Using text book define: Abuse, agent, principle, civil & criminal law, malpractice & Negligence. Using text book: Confidentiality, Contract, defamation, Durable power of Attorney, Ethics Using text book: Expressed contract, False imprisonment, healthcare record, Implied contract, informed consent Using textbook: Invasion of privacy, Legal disability, libel, slander Living will Write a 4 – 6 sentence article on elderly abuse in a retirement home using at least 10 of this week’s bell work words Standards or Frameworks: LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 SC.912.1.13.10, SC.912.N.1.1 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 SC.912.1.13.10, SC.912.N.1.1 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 SC.912.1.13.10, SC.912.N.1.1 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 SC.912.1.13.10, SC.912.N.1.1 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 SC.912.1.13.10, SC.912.N.1.1
Teacher: Russo Course: HS2 Period(s): 1 Week of: 11/20/17 Monday Tuesday Wednesday Thursday Friday Unit Learning Goals Become certified in AHA First Aid and CPR with AED. Daily Learning Goal Properly use PPE including removal and disposal of soiled gloves. Understand what constitutes a medical emergency and how to properly perform FA for various medical emergencies No School No School No school Activities: Bell work, interactive video along with skills sessions Bell work, interactive video along with skills sessions Bell Work In 2-4 sentences explain what first aid means to you. Explain the proper use of medical gloves Standards or Frameworks: LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6
Teacher: Russo Course: HS2 Period(s): 1 Week of: 2/19/18 Monday Tuesday Wednesday Thursday Friday Unit Learning Goals Properly perform Adult, Child and Infant CPR Daily Learning Goal No School Describe the anatomy and function of the circulatory system. Explain the 5 links of the chain of survival Explain the steps for adult, child and infant CPR Earn 80% or better on unit test/quiz Activities: Bell Work, Power point presentation with guided notes Bell Work, Power point presentation with guided notes Bell work, Assessment in action & you are the provider Unit Quiz, Airway Management and CPR Bell Work Explain the difference between cardiac arrest and Heart attack What are the steps for adult CPR Explain the 5 links in the chain of survival. Review for quiz Standards or Frameworks: LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6
Teacher: Russo Course: HS2 Period(s): 1 Week of: 3/5/18 Monday Tuesday Wednesday Thursday Friday Unit Learning Goals Recognize and manage life threats based on assessment findings of a patient with medical emergencies. Daily Learning Goal Describe the general approach to the assessment of a medical patient. Explain S/S and FA for patient with: seizures, angina, CHF, Diabetes, Stroke, Abdominal conditions, Asthma, Explain S/S and FA for patient with: seizures, angina, CHF, Diabetes, Stroke, Abdominal conditions, Asthma, Explain S/S and FA for patient with: seizures, angina, CHF, Diabetes, Stroke, Abdominal conditions, Asthma, Explain S/S and FA for patient with: seizures, angina, CHF, Diabetes, Stroke, Abdominal conditions, Asthma, Activities: Bell work, power point presentation along with guided notes Bell work, power point presentation along with guided notes Bell work, power point presentation along with guided notes Bell work, power point presentation along with guided notes Quiz/Test Bell Work Test review questions, 1 - 5 Test review questions, 6 - 10 Test review questions, 10 - 15 Test review questions, 16 - 20 Test review questions, 20 - 25 Standards or Frameworks: LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6
Teacher: Russo Course: HS2 Period(s): 1 Week of: 4/16/18 Monday Tuesday Wednesday Thursday Friday Unit Learning Goals Pass the EMR certification exam Daily Learning Goal Identify of weakness in knowledge within the EMR course and review for certification test Identify of weakness in knowledge within the EMR course and review for certification test Identify areas of weakness in knowledge within the EMR course and review for certification test Identify areas of weakness in knowledge within the EMR course and review for certification test Achieve an 70 % or better on EMR certification Exam Activities: Students are in assigned groups of and review for EMR exam. Using guided notes, Quizlet and unit assessments/scenarios Students are in assigned groups of and review for EMR exam. Using guided notes, Quizlet and unit assessments/scenarios Students are in assigned groups of and review for EMR exam. Using guided notes, Quizlet and unit assessments/scenarios Students are in assigned groups of and review for EMR exam. Using guided notes, Quizlet and unit assessments/scenarios EMR Test Bell Work Answer two unit assessment quizzes starting with Unit 1 and working to unit 21. Answer two unit assessment quizzes starting with Unit 1 and working to unit 21. Answer two unit assessment quizzes starting with Unit 1 and working to unit 21. Answer two unit assessment quizzes starting with Unit 1 and working to unit 21. Review for test Standards or Frameworks: LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6
Teacher: Russo Course: HS2 Period(s): 1 Week of: 4/30/18 Monday Tuesday Wednesday Thursday Friday Unit Learning Goals Prepare for the final exam, review units 16 – 21 as they pertain to the final exam Daily Learning Goal Recognize and manage life threats on assessment findings for a patient with pediatric needs. Recognize and manage life threats on assessment findings for a patient with geriatric needs. Demonstrate knowledge of operational roles and responsibilities to ensure safe patient transport Discuss the role of the EMR during extrication and special rescue situations. Identify the components and work within the incident management system. Activities: Independent reading and “Assessment in Action” and “You are the Provider” activities. Independent reading and “Assessment in Action” and “You are the Provider” activities. Independent reading and “Assessment in Action” and “You are the Provider” activities. Independent reading and “Assessment in Action” and “You are the Provider” activities. Independent reading and “Assessment in Action” and “You are the Provider” activities. Bell Work None None None None None Standards or Frameworks: LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6 LAFS.1112.RI.1.1 LAFS.1112.RI.3.7 LAFS.1112.RI.3.6
Teacher: Russo Course: HS2 Period(s): 1 Week of: 8/14/17 Monday Tuesday Wednesday Thursday Friday Unit Learning Goals Explain today’s healthcare system and differentiate between various healthcare settings. Daily Learning Goal Explain how past discoveries have shaped modern medicine Explain the purpose of the organizations structures in healthcare Explain at 5 current trends or changes in healthcare Describe the type of therapy used in 5 different categories of human wellness. Explain the purpose of the organizational structures in healthcare Activities: Bell Work, Independent reading assignment with review questions Bell Work, Independent reading assignment with review questions Bell Work, Power point presentations with guided notes. Bell Work, Power point presentations with guided notes. Bell Work, Power point presentations with guided notes. Classwork / Homework/ Bell Work Explain what this class is about? What is the one thing you hope to gain from this class? In at 2- 4 sentences explain what field of healthcare you are interested in and why. Lt – Left, Lab – Laboratory, MD – Medical Doctor, Nurse Aid, Oint- Ointment A&P- Anatomy & Physiology, bid-twice a day, Ca- Cancer, DAT Diet as tolerated, EKG - Electrocardiogram Using all of the 9-bell work words for the past two days write a short story. Circle all 9 words. Standards or Frameworks: LAFS.910.RST.1.1 LAFS.910.RST.1.1 LAFS.1112.RI.1.1 LAFS.910.RST.1.1 LAFS.910.RST.1.1 LAFS.1112.RI.1.1 LAFS.1112.RI.1.1 LAFS.910.W.1.2 SC.912.N.1.1 LAFS.1112.RI.1.1 LAFS.910.W.1.2 SC.912.N.1.1 LAFS.1112.RI.1.1 LAFS.910.W.1.2
Teacher: Russo Course: HS2 Period(s): 6 Week of: 8/20/18 Monday Tuesday Wednesday Thursday Friday Unit Learning Goals Explain today’s healthcare system and differentiate between various healthcare settings. Learning Goal List 5 different government agencies and describe their function. List 3 Voluntary agencies and describe their functions. Explain the terms: Limits, deductibles, Co-Insurance, Co-pay, Medicare, Medicaid Explain the 5 tiers of organization for a hospital List 5 ways healthcare facilities are trying to reduce costs. Activities: Bell Work, Power point presentations with guided notes. Bell Work, Power point presentations with guided notes. Bell Work, Power point presentations with guided notes. Bell Work, Power point presentations with guided notes. Bell Work, Power point presentations with guided notes. Classwork / Homework/ Bell Work Vocab: Compare & Contrast. Q1 – Compare & Contrast the terms Anatomy & physiology Vocab: Apply Q1 – You are going to the doctors today, you have an HMO, apply what you know about HMO and discuss what tests your doctor will order. Vocab: Discuss Q1- Discuss your position on the school wide 20/10 rule Vocab: Prove Q1- Prove how some hospitals are trying to save $. Vocab: Evaluate Q1 – Evaluate you effort in class to this point. Standards or Frameworks: LAFS.910.RST.1.1 LAFS.910.RST.1.1 LAFS.1112.RI.1.1 LAFS.910.RST.1.1 LAFS.910.RST.1.1 LAFS.1112.RI.1.1 LAFS.1112.RI.1.1 LAFS.910.W.1.2 SC.912.N.1.1 LAFS.1112.RI.1.1 LAFS.910.W.1.2 SC.912.N.1.1 LAFS.1112.RI.1.1 LAFS.910.W.1.2
Teacher: Russo Course: HS2 Period(s): 1 Week of: 8/28/17 Monday Tuesday Wednesday Thursday Friday Unit Learning Idnetify at least 20 different healthcare careers to include job description, workplace, approximate salary figures, educational requirements and personal characteristics required for each. Daily Learning Goal Compare the educational requirements for various college degrees. Contrast certification, registration an licensure Describe at least 5 different healthcare careers. Describe at 5 different healthcare careers. No School Activities: Bell Work , Independent reading assignments and recall questions Bell work, Power Point with guided notes and workbook activity Bell work, Power Point with guided notes and workbook activity Bell work, Power Point with guided notes and workbook activity Classwork / Homework/ Bell Work HOE – Health Occupation Education. AA – 2yrs, BS, 4 yrs. Masters BS + 2, Doctorate, Masters + 2 Certification – fulfilled requirements and meets standards set by professional association or govt. Registration – passing score on test & put on registry. Licensure – Govt. agency authorizes person to work in field Pc – After meals q- every RBC – Red Blood Cells S – without Tsp. - teaspoon What field of healthcare are you interested in: Education & requirements Standards or Frameworks: LAFS.1112.RI.1.1 LAFS.1112.RI.1.2 LAFS.1112.RI.3.7 LAFS.1112.RI.1.1 LAFS.1112.RI.1.2 LAFS.1112.RI.3.7 LAFS.1112.RI.1.1 LAFS.1112.RI.1.2 LAFS.1112.RI.3.7 LAFS.1112.RI.1.1 LAFS.1112.RI.1.2 LAFS.1112.RI.3.7
Teacher: Course: HS2 Period(s): 6 Week of: 9/17/18 Monday Tuesday Wednesday Thursday Friday Unit Learning Goals Identify at least 20 different healthcare careers to include a job description, workplace environment, salary range, educational requirements and personal characteristics needed for each. Daily Learning Goal Describe job function, & educational requirements for various careers presented in Describe job function, & educational requirements for various careers presented in class. Describe job function, & educational requirements for various careers presented in class. Describe job function, & educational requirements for various careers presented in class. Describe job function, & educational requirements for various careers presented in class. Activities: Bell work and career presentations Bell work and career presentations Bell work and career presentations Bell work and career presentations Bell work and career presentations BW Quiz Classwork / Homework/ Bell Work WNL _Within normal limits, wt. – Weight, Tx – treatment/traction, SOB – shortness of breath, ROM – Range of motion Qid – four times a day, PVD - peripheral vascular disease, PPE – personal protective equipment, po – by mouth, h.s. – hours of sleep Use Monday’s abbrev. In a story Use Tuesday’s abbrev. In a story Review for BW quiz Standards or Frameworks: LAFS.910.RST.1.1 LAFS.910.RST.1.1 LAFS.1112.RI.1.1 LAFS.910.RST.1.1 LAFS.910.RST.1.1 LAFS.1112.RI.1.1 LAFS.1112.RI.1.1 LAFS.910.W.1.2 SC.912.N.1.1 LAFS.1112.RI.1.1 LAFS.910.W.1.2 SC.912.N.1.1 LAFS.1112.RI.1.1 LAFS.910.W.1.2
Teacher: Russo Course: HS2 Period(s): 1 Week of: 9/18/17 Monday Tuesday Wednesday Thursday Friday Unit Learning Goals Identify at least 20 different healthcare careers to include job description, workplace, approximate salary figures, educational requirements and personal characteristics required for each. Daily Learning Goal No School Explain what is a multiskilled worker and why is this advantageous in HC today Explain what an entrepreneur is and why this trend is increasing in today’s HC system Identify a career of your choice and research the job description and requirements for employment Identify a career of your choice and research the job description and requirements for employment Activities: Bell Work, Power Point presentation with guided notes and workbook assignment Bell Work, Power Point presentation with guided notes and workbook assignment Bell Work, career assignment Bell Work, career assignment Bell Work K – Potassium I & 0 – Intake & Output GB – Gall Bladder H2O – water FSB- Fasting Blood Sugar Write a short story (4- 6 sentences) using at least 6 of the past 10 bell work abbreviations Explain what an entrepreneur is and give at 5 examples of opportunities in HC Explain Healthcare skill standards for: Core Therapeutic, Diagnostic, Informative and Environmental clusters Standards or Frameworks: LAFS.1112.RI.1.1 LAFS.1112.RI.1.2 LAFS.1112.RI.3.7 LAFS.1112.RI.1.1 LAFS.1112.RI.1.2 LAFS.1112.RI.3.7 LAFS.1112.RI.1.1 LAFS.1112.RI.1.2 LAFS.1112.RI.3.7 LAFS.1112.RI.1.1 LAFS.1112.RI.1.2 LAFS.1112.RI.3.7 LAFS.1112.RI.1.1 LAFS.1112.RI.1.2 LAFS.1112.RI.3.7
Teacher: Course: HS2 Period(s): 1 Week of: 9/25/17 Monday Tuesday Wednesday Thursday Friday Unit Learning Goals Understand and explain how different personal characteristics can effect various healthcare professions. Daily Learning Goal Explain how diet can contribute to worker performance. Explain standards of professional appearance Create a characteristic profile of a HC worker Identify why teamwork is beneficial in HC. Identify why teamwork is beneficial in HC. Activities: Independent reading and recall questions Bell work, power point presentation and guided notes Bell work, power point presentation and guided notes Bell work, power point presentation and guided notes Bell work, quiz and power point presentation with guided notes Bell Work Four times a day – qid PVD – Peripheral Vascular Disease PPE – By mouth – po Hours of sleep – h.s. Write a story using yesterday’s bell work words List 5 ways a HC worker can present a healthy appearance. List 8 ways a HC worker can present a professional appearance. List at least 10 personal characteristics a HC worker Standards or Frameworks: LAFS.910.1.2 LAFS.113.SL.1.2 LAFS.W.1.2 LAFS.910.1.2 LAFS.113.SL.1.2 LAFS.W.1.2 LAFS.910.1.2 LAFS.113.SL.1.2 LAFS.W.1.2 LAFS.910.1.2 LAFS.113.SL.1.2 LAFS.W.1.2 LAFS.910.1.2 LAFS.113.SL.1.2 LAFS.W.1.2
Teacher: Russo Course: HS2 Period(s): 1 Week of: 9/4/17 Monday Tuesday Wednesday Thursday Friday Unit Learning Goals Identify at least 20 different healthcare careers to include job description, workplace, approximate salary figures, educational requirements and personal characteristics required for each. Daily Learning Goal No School Explain what is a multiskilled worker and why is this advantageous in HC today Explain what an entrepreneur is and why this trend is increasing in today’s HC system Identify a career of your choice and research the job description and requirements for employment Identify a career of your choice and research the job description and requirements for employment Activities: Bell Work, Power Point presentation with guided notes and workbook assignment Bell Work, Power Point presentation with guided notes and workbook assignment Bell Work, career assignment Bell Work, career assignment Bell Work K – Potassium I & 0 – Intake & Output GB – Gall Bladder H2O – water FSB- Fasting Blood Sugar Write a short story (4- 6 sentences) using at least 6 of the past 10 bell work abbreviations Explain what an entrepreneur is and give at least 5 examples of opportunities in HC Explain Healthcare skill standards for: Core Therapeutic, Diagnostic, Informative and Environmental clusters Standards or Frameworks: LAFS.1112.RI.1.1 LAFS.1112.RI.1.2 LAFS.1112.RI.3.7 LAFS.1112.RI.1.1 LAFS.1112.RI.1.2 LAFS.1112.RI.3.7 LAFS.1112.RI.1.1 LAFS.1112.RI.1.2 LAFS.1112.RI.3.7 LAFS.1112.RI.1.1 LAFS.1112.RI.1.2 LAFS.1112.RI.3.7 LAFS.1112.RI.1.1 LAFS.1112.RI.1.2 LAFS.1112.RI.3.7
and the East Midlands and a direct link to Heathrow Airport, along with connections to the West Coast and East Coast Main Lines. Piccadilly Line – The London Underground line which serves Heathrow airport. Site of Special Scientific Interest (SSSI) – Conservation designation denoting an area of particular ecological or geological importance.
Career Exploration HS20-CE1 Analyze and explore health-science related career in Saskatchewan, Canada and the world. Self-Directed Study Create and carry out a plan to explore one or more topics of personal interest relevant to Health Science 20 in depth. Health Science 20 – Course Outline – LAMB September 2015 Monday Tuesday Wednesday Thursday Friday 31 No School 1 Outline, Classroom Expectations 2 Review of bonds; Synthesis and decomposition reactions 3 Carbohydrates 4 Lipids 7 No School 8 Proteins 9 Enzyme Lab 10 Rob Nash Concert 11 Food Testing Lab 14 Micronutrients 15 NM1 assessment 16 NM1 assessment 17 Inquiry Activity (part 1) 18 Inquiry Activity (part 1) 21 Inquiry Activity (part 1) 22 Inquiry Activity (part 1) 23 Inquiry Activity (part 2) 24 Inquiry Activity (part 2) 25 Inquiry Activity (part 2) October 2015 Monday Tuesday Wednesday Thursday Friday 28 Inquiry Activity (part 2) 29 Inquiry Activity (part 2) 30 Review of unit 1 NM1 & 2 Summative Assessment 2 NM1 & 2 Summative Assessment 5 Directional Terms 6 Banana Lab and Quiz 7 Musculo-Skeletal System 8 System 9 Cardio System 12 No School 13 Respiratory System 14 Nervous System 15 Endocrine System 16 Reproductive System 19 No School 20 Connections Between Body Systems 21 Pig Dissection 22 Fetal Pig Dissection 23 Classifying Diseases 26 Immune Response 27 Fever, Inflammation, Blood Lab 28 Blood Types and Effect on Immune System 29 Strep Throat 30 Pathology Research Assignment November 2015 Monday Tuesday Wednesday Thursday Friday 2 Pathology Research Assignment 3 Pathology Research Assignment 4 Research on change in beliefs about medical care 5 Jigsaw Traditional medical knowledge system 6 Traditional medical knowledge systems notes, assignment 9 Complementary knowledge system notes, begin assignment 10 Finish research assignment on complementary treatment 11 No School 12 Evidence based knowledge system notes, assignment 13 Career Exploration Day 1 16 3 perspectives assignment 17 Controversial issues Patient’s rights 18 Finish on patient’s rights, look at case studies 19 Career Exploration Day 2 20 No School 23 Ethical decision making notes, case studies 24 Hand-in assignment on ethical decision making/patient’s rights 25 Review 26 Begin summative assessment 27 Summative assessment December 2015 Monday Tuesday Wednesday Thursday Friday 30 Career Exploration Day 3 1 Vital signs/heart rate 2 Heart rate/exercise lab 3 Rate of Respiration/ Respiration Lab 4 Career Exploration Day4
While waiting for training, the extra support I have put in place for [educator’s name] includes: [Give detail about what was put in place to support the educator’s current first aid knowledge e.g. induction process, and coordinator visits and phone consultations surplus to those required by regulation 28(2)] [Educator’s name] is booked in for first aid training on [date: day, month, year] by [name of first aid training provider] in [town/city]. I have informed the parents of children in the care of [educator’s name] that [educator’s name] does not hold a aid qualification the steps [service provider] has taken to ensure they can respond appropriately if accident, incident or illness occurs the date [educator’s name] will be first aid trained and qualified. Signature: __________________ Date: Name and position: Educator completion of first aid training Complete the following section once the educator has completed their first aid training. Cross out the alternatives that do not apply: [Full name of educator] attended first aid training on [date] and completed/did not complete the course. I have/have not received a copy of the first aid certificate awarded to [educator’s name]. The first aid certificate was achieved and a copy received within four months of [educator’s name]’s starting date at [name of service provider], as defined in the Ministry of Education’s HS22 operational guidelines. Signature: __________________ Date: Name and position:
04/24/2017 SECTION EXAM #5 (Lectures 24-32) 33. Addiction [Pahng] 34.Integrated Pathophysiology [Potter] 05/01/2017 05/08/2017 (12.00 -3.00) FINAL [Based on Case Studies] EXAM ** Readings are from Essentials of Pathophysiology, 4e, by C.M. Porth.
Department: ………………………………………………………… Month/ Year Date Completed Certified Thermometer Reference Number Reference Number of Unit Tested Units Reading Action Taken Checked By January _________ February _________ March _________ April _________ May _________ June _________
Month/ Year Date Completed Certified Thermometer Reference Number Reference Number of Unit Tested Units Reading Action Taken Checked By July _________ August _________ September _________ October _________ November _________ December _________