zilongwang/ReadingBank huggingface dataset:
adjusting for jumping, a non-significant protective effect of helmet use on severe head injuries was seen (OR: 0.66, CI 0.32–1.35). Bridges EJ, Rouah F, Johnston KM. Snowblading injuries in Eastern Canada. Br J Sports Med. 2003;37:511-5. A prospective case series was conducted in 1999 – 2000 including 1,332 participants with traumatic injury related to winter sports. There was no increased incidence of neck injuries in injured participants wearing a helmet, even when adjusted for age and activity.
Triage Color Examples RED: SEVERE WIDESPREAD IMPACT Issues that affect public health or physical safety Campus-wide outages of critical services like the Exchange email server Widespread malware or virus infections with a high potential for data loss Serious security exposure, such as multiple compromised accounts Loss of primary communications systems, such as telephones Widespread network outage for campus or building ORANGE: CRITICAL IMPACT ON A GROUP Major issues that affect classrooms or labs Disruption of instruction or direct services to multiple students Significant PeopleSoft issues, especially during peak times like registration Loss or serious problems with entire workgroup or departmental applications or systems Loss of services to critical or essential personnel and their staff Problems that affect core academic and business offices and their leadership YELLOW: CRITICAL IMPACT ON AN INDIVIDUAL Issues that prevent an individual from doing work and there is no alternatives available Individual network connectivity problems Individual cannot access a network resource Loss of a network printer when there are no other printers in the area Account or login problems with no alternative to get work done Computer deployment or setup for faculty and staff Individual malware or virus infection or other serious or time-sensitive security issue BLUE: ESCALATED REQUEST Ongoing issue that has not been resolved Time constraints have changed; solution is needed sooner than previously determined Issues that have required multiple attempts to correct the problem Problems where service has been delayed Situations where a client has had an unacceptable customer service experience
Will all these standards keep on changing? No, not quite so much now, but things do evolve, and where evidence exists that a particular practice or facility improves the quality of GP specialty training, the GMC will also consider the case for developing a new standard which would become mandatory in due course. Whenever this happens postgraduate deaneries and LEPs would be given sufficient time to implement the necessary changes to achieve the new standard. Individual GP schools can also add to the mandatory standards if they feel a particular area needs more emphasis.
Component: Who Submits Report: Transfer to NA ARC; Assign to Simdata Subsystem Sci, , or designee. Request Access from: , after approval from Science Operations Supported By: CIPT Bug-report System Location: Category: Project: Component: Umbrella Ticket Who Submits Report: Request Access from:
Helpful Instructions for Homework Label the notes Stack it in thirds (make a “happy little snowman”) Identify the root (bottom of snowman) The root = the scale degree I – CEG ii – DFA iii – EGB IV – FAC V – GBD vi – ACE viio – BDF Label underneath the appropriate Roman Numeral Identify the bass note Label the Inversion I I6 I64
Helpful Tips for School Staff and Parents/Guardians Depending on the age of the child, the following steps may be used to alleviate some of the stress of a traumatic event: • Allow for more physical activity. • Allow students to express their feelings and retelling of the event. • Consider not requiring any test completion for at least one week. • Do not allow “hate feelings” to be generalized. If they are angry with someone for the event, staff should discuss their feelings toward specific people, but not generalize these feelings to a larger group. • Encourage the students to help in the recovery efforts. • Give physical comfort. • If a child becomes angry, take them aside to help them calm down. • Lessen the requirements in and out of the classroom. • Reassure students that their responses are normal and it will get better with time. • Re-establish comfortable routines. • Rehearse safety plans for future traumatic events. • Reinforce the idea that they are safe. • Repetition – student may need to hear things multiple times before being able to understand it. • Staff should monitor students’ reactions and communicate with each other about what they are witnessing. • Stop rumors and give actual facts when asked and help them understand the event. Simple terms should be used when discussing the facts. Source: “All-Hazards” School Safety Planning Toolkit; Safe Schools Planning of the Pennsylvania Safe Schools Advisory Committee; June, 2009.
Complete the forms to the best of your knowledge. You are able to edit entries once they are submitted (update SAE, Account Type, etc.) If you are entering multiple students at a time, and once the form is completed, press “Create Account & Continue.” This will bring up a new, blank entry form. On the final student you are submitting, press “Create Account & Quit.” This will bring you back to the Student enrollment overview page with all of your students listed. If you are only entering one student, press “Create Account & Quit.” This will bring you back to the Student enrollment overview page with all of your students listed. (ex: completed enrollment form) The newly added student(s) are reflected in the enrollment overview chart: If you are updating a student’s information, simply select their name from the student enrollment overview page. *When you click on the student’s name, the “student details” page will pull up. Make sure to always save changes! After you have added/updated students, please select their Ag course(s) from the drop down menu (vital to our enrollment data). (This list should populate from you teacher profile in Account Settings.) Once you have selected the student’s course(s) from the drop down menu, the class period, and semester, press “Add Course” and SAVE CHANGES. Make sure to add every course the student is enrolled in through the year.
Figure 7: File Dialog box – Choosing the Wage Report to Test File Upload Figure 8: File Upload is in Process After the wage report has been selected in the ‘Choose File to Upload’ dialog box, the wage report will be uploaded to AccuWage Online for testing. Validation in Progress Figure 9: Validation in Progress After the wage report has been uploaded to AccuWage Online, the application will begin validating the wage report. The percent validated will display as shown above.
Religious Affiliation Due Diligence: Note: Evidence (e.g., written admission policy, patient/resident application form, written hiring policies, codes of conduct, website information, statistical information, etc.) of each stated fact should be included in this tab. QUESTIONS ANSWER (Yes or No) Please provide explanations as requested – Attach additional pages as needed Admission Policies Does the facility admit patients or residents of all religions and faiths? Yes No (please explain) Are patients/residents ever turned away because of their religious affiliation? Yes (please explain) No Does the facility grant any preference, priority or special treatment with respect to admission, treatment, payment, etc., based on religion or faith? Yes (please explain) No Does the facility focus on the needs of, market to, or target, a particular religious population? Yes (please explain) No Does the facility discourage individuals from seeking admission to the facility on the basis of religion? Yes (please explain) No Is it the facility’s mission to serve patients/residents of a particular religion? Yes (please explain) No What percentage of the patients/residents admitted and treated at the facility are of the same religious denomination as the facility’s religious affiliation? Hiring and Employment Practices Does the facility hire employees and medical staff that are of all religions and faiths? Yes No (please explain) In hiring employees and medical staff, does the facility give preference to Applicants of a particular religion? Yes (please explain) No
Religious Affiliation Due Diligence (Continued): Note: Evidence (e.g., written admission policy, patient/resident application form, written hiring policies, codes of conduct, website information, statistical information, etc.) of each stated fact should be included in this tab. QUESTIONS ANSWER (Yes or No) Please provide explanations as requested – Attach additional pages as needed What percentage of the facility’s staff (professional and non-professional) is of the same religious denomination as the facility’s religious affiliation? Does the facility place any religious-based restrictions on how medical staff performs its duties or what medical procedures can be performed? Yes (please explain) No Are employees or medical staff required to sign or abide by a statement of faith or religious beliefs or similar document? Yes (please explain) No To what degree does the health care facility enjoy institutional harmony apart from the affiliated church or religion? Is the facility sponsored by a church or religion? Yes (please explain) No Must members of the governing board of the facility be members of a particular religion or church? Does the church elect the board members? Yes (please explain) No Does the church dictate how the health care facility allocates its resources? Yes (please explain) No Does the church approve the facility’s financial transactions? Yes (please explain) No Will loan proceeds be used to finance any building or facility that will be used for religious worship? Yes (please explain) No
Job Description Job title: ‘Tackling Harassment’ - Project Manager Department/School: Student Services Grade: 7 Location: University of Bath premises Job purpose To lead on the University wide planning, coordination and evaluation of two projects aimed at tackling: i) sexual harassment and assault ii) online harassment and hate crimes. The project delivers innovative proposals to address these issues, which are challenging all universities, through changing the culture that leads to harassment and violence. We anticipate that this peer-led approach will not only have a significant impact on reducing incidents of harassment and violence but will also create a sense of belonging that will also improve wellbeing and retention rates at the institution. Source and nature of management provided Executive Officer, Vice Chancellor's Office Staff management responsibility None Special conditions The post holder will be required to work flexibly at various times throughout the year and there will be restrictions on the ability to take annual leave at peak times (particularly in September and October). Main duties and responsibilities 1 Working closely with the Students’ Union and colleagues from academic and professional departments, to lead on the University wide planning, delivery, evaluation of the two HEFCE-funded projects, which will include the following deliverables:
The schedule of fees below provides an approximate guide on the cost for attending the Helping Hands <school> Programs depending on the % of CCB. Fees Include All costs of the program (except excursions & incursions) Each day, the children receive healthy snacks including; breakfast and afternoon tea, (and morning tea during VC). Other Fees / Charges Casual booking fee ($2) in addition to session fee. No Show fee ($5) – for bookings that do not show without notice. Excursions and Incursions Late Pick Up fees For payments made via Credit card a surcharge may apply. One Child / Session Maximum CCB ($745.00/wk) $50K Annual Income ($961/wk) $60K Annual Income ($1153/wk) $70K Annual Income (1346/wk) $100K Annual Income (1923/wk) $135K * Annual Income (2596/wk) Permanent Booking Before School Care Parents Pay $5.57 $6.54 $7.24 $8.02 $10.14 $12.00 Cost after CCR $2.79 $3.27 $3.62 $4.01 $5.07 $6.00 After School Care $7.36 $8.81 $9.97 $11.02 $14.20 $17.00 Parents Pay Cost after CCR $3.68 $4.40 $4.93 $5.51 $7.10 $8.50 Vacation Care $5.05 $10.59 $14.66 $19.09 $31.28 $42.00 Parents Pay Cost after $2.53 $5.30 $7.33 $9.55 $15.64 $21.00
AWARENESS OF CULTURAL DIFFERENCES Non-Traditional Age Students Dean’s Office Mon-Fri, 9am-5pm 610-526-5375 Health Center and Counseling Services Mon-Fri, 9am-5pm Weekends, 9am-2pm 610-526-7360 Christina Rose cmrose Madeline Danny, M.D. Medical Director Reggie Jones Director of Counseling Services Students of Color The Pensby Center Mon-Fri, 9am-5pm 610-526-6592 Counseling Services Mon-Fri, 9am-5pm Weekends, 9am-2pm 610-526-7360 Vanessa Christman vchristm Reggie Jones Director of Counseling Services Students With Disabilities Access Services Mon & Thu, 8:30am-4pm Tues & Wed, 8:30am- 4:30pm 610-526-7351 Health Center and Counseling Services Mon-Fri, 9am-5pm Weekends, 9am-2pm 610-526-7360 Deborah Alder dalder Madeline Danny, M.D. Medical Director Reggie Jones Director of Counseling Service Students of Faith and Students Interested in Spiritual Matters Pensby Center Mon-Fri, 9am-5pm 610-626-6592 Vanessa Christman vchristm Undocumented Students Dean’s Office Mon-Fri, 9am-5pm 610-526-5375 The Pensby Center Mon-Fri, 9am-5pm 610-526-6592 Dean of the College, Assistant/Associate Deans Vanessa Christman vchristm
you want to say to each other and it won’t have to stop them from doing what they want to do. It will take time and it won’t always be easy, so make sure you both get the support you need. “Physically and mentally and verbally, you need to just practise and practise and practise.” John Include them Many people with communication problems say they feel invisible. So make sure your friend or family member is still included in conversations – whether it’s an argument, an important decision or simply a chat about the weather. You may avoid talking to your friend or family member because you think it will make them tired or embarrassed or frustrated. But equally they might think it’s because you’re not interested in
Speaking of percentages, math is a good example of the importance of avoiding the fixed mindset. The idea of a “math person” or a math gene is a primary reason for so much math nihilism, math failure, and “math trauma,” as Boaler called it on Monday. When kids get the idea that they “aren’t math people,” they start a downward trajectory, and their career options shrink immediately and substantially. There is also the common idea of a wall in math: People learn math until they hit a wall where they just can’t keep up. That wall may be trigonometry, and it may be advanced calculus, and it may be calculating a tip. In no other discipline but math are people so given to thinking, instead of I need to practice, just Well, I’m not good. “Big news,” Boaler said during her lecture, “there is no wall.” With that, she advanced her Powerpoint and to a slide bearing a rendering of the Kool-Aid Man busting through a brick wall. “I didn’t know who this was,” she said. “One of my teammates made this slide. I’ve learned that this is Kool-Aid Man.”
there’s a market for your activity, it might reveal that there’s someone you could partner with. Think about the full range of potential partners who could help you get more women and girls active. Remember, even if a partner organisation isn’t currently involved in delivering sport, an increase in physical activity in the local area could still help it to achieve its own goals. Where can I find out more about what women and girls want? Demand and desire to take part in sport and physical activity are high amongst women and girls, but the emotional and practical barriers are even higher. As we mentioned before, have a read of Sport England’s Go Where Women Are insight pack It will give you a great sense of what encourages women and girls to get more active – and what puts them off. The pack includes a checklist to help you apply its lessons to your local area. The content of the checklist is also woven throughout this guide, so the two documents work well together. In addition to reading the national research, do whatever you can to get a solid picture of what is going on in your area. If you don’t have a research budget, there’s still lots that you can do to get local insight. It’s important to speak directly to people who aren’t currently regularly physically active. For example, you could organise small focus groups with local women. Or you could spend an afternoon in the areas you’re looking to deliver activities in, talking to women and girls on the street. You could post some questions on the Facebook page of a local community group. Or perhaps ask people who already attend your sessions to ask their friends and family to talk to you about their attitudes to physical activity. Key things you’re looking to understand: What stops people from doing exercise and physical activity at the moment? What would make them want to do more exercise or physical activity? What sports or activities would appeal? What would attract them to your sessions at your venue? Need more help? Email us at IWIYW@sportengland.org Okay, let’s get started… Section 3: Attracting women’s attention and encouraging them to attend The next step is to create communications that will grab the attention of women and girls and encourage them to attend your sessions. You can have the best session in the world, but if your marketing isn’t right, you won’t attract
Proposed expenditure Plan Oct – Jul 2018/19 Plan Aug 2019– July 2020 Plan Aug 2020 – July 2021 Directly incurred staff (i.e. contracted specifically for project) All directly allocated staff costs are NOT eligible. Non-staff Potential headings could include: Travel Accommodation and subsistence Conference fees Venue hire Printed material Equipment Consumables Total anticipated expenditure
1992 to 2016 Helpline Assistant Role Description & Person Specification Since 1992, Mosac has provided a free National Helpline service to non-abusing parents and carers of sexually abused children. Whilst membership of Mosac is open to all supporters of its Aims and Objectives, we are looking only for women, 25 years and older to staff our helpline. Helpline volunteers have been a key part of this service, and we hugely value their contribution. Helpline volunteers aim to support non-abusing parents and carers of sexually abused children by providing a safe space to talk and share their feelings and needs; provide information and signposting to other relevant organisations/services; and refer the clients to Mosac's different services. Helpline volunteers have to go through Mosac recruitment, complete Mosac's training, induction and trial period to be accepted by Mosac as volunteers. Their work is monitored, supported and supervised by the Training Manager and Helpline Manager. We are committed to incorporating equality and diversity principles in all aspects of our work. Purpose Key tasks Age, Gender To operate the confidential telephone helpline & be supportive to callers To maintain confidentiality at all times. To arrive 15 minutes prior to the start of your shift and carry out office duties before opening the line. These duties include filling in the time sheet, opening the filing drawers, reading the log book, listening and dealing with any helpline telephone messages. Take calls on the telephone helpline during the 4 hour shift. Fill in detailed call log for every telephone call. Attend a mandatory Supervision Meeting every month. Willingness to work and use their own initiative. To inform the Helpline Manager in advance of any shift that the volunteer is not available, holiday and hospital dates. To arrange cover with another volunteer, if unable to fulfil a designated rota shift. Try to not let your helpline partner down and leave her on her own. To inform the Helpline Manager of changes that can be updated. Leave the office tidy, with electricity off, doors and windows locked and cups washed. Report any problems immediately to the Helpline Manager or another worker if unavailable. Female, usually 25+. Consideration will be given to very mature women under 25, who have the relevant life skills and experience or are in appropriate training, Page 1 of 5
public authorities such as universities in England. There is a duty for organisations to increase participation by people with certain shared characteristics which is what is being done here. 2. Objectively justifying indirect race discrimination: It is objectively justifiable to distinguish between UK and EU students on the basis that this area of work is geared towards UK students alone. "Objectively justifiable" is a legal concept and is found in section 19 of the Equality Act 2010. These arise where there is a practice, provision or criterion which operates to the disadvantage of a group of people sharing a protected characteristic. The particular sub-section that applies is s19(2)(d), which provides that in order for the indirect discrimination to be lawful it must be a "proportionate means of achieving a legitimate aim". This is a facts based exercise, meaning what is objectively justifiable as a proportionate means of achieving a legitimate aim depends on the circumstance.
TOTAL 100 100% Source : Primary Data FIGURE-7 INTERPRETATION: It is clear from the study that 70% of respondents provide importance to style & power, 19% provide importance to fuel efficiency, 9% provide importance to re sale value and only 2% of respondents provide importance to cost. TABLE AND FIGURE SHOWING THE RESPONDENTS’ ORDER OF PURCHASING PREFERENCE TABLE – 8 SL NO OPTIONS 1ST PLACE 2ND PLACE 3RD PLACE 4TH PLACE 5TH PLACE 6TH PLACE 1 ROYAL ENFIELD 79% 0% 7% 0% 14% 0% 100% 2 HONDA 7% 50% 43% 0% 0% 0% 100% 3 YAMAHA 0% 36% 29% 7% 7% 21% 100% 4 HERO 7% 7% 21% 43% 22% 0% 100% 5 BAJAJ 7% 7% 0% 36% 36% 14% 100% 6 TVS 0% 0% 0% 14% 21% 65% 100% TOTAL 100% 100% 100% 100% 100% 100% Source : Primary Data FIGRE-8 INTERPRETATION: The above table and figure shows respondents order of selection from different companies.79% of respondents provided 1st place to Royal Enfield and none opined 6th place to Royal Enfield. None of the respondents provides 1st place to Yamaha and TVS. Only 7% of respondents provided 1st place in case of Honda, Hero and Bajaj. It is noted that a majority of 65% of respondents provides only 6th place to TVS.
Figure 4 Table 5 θ = 0.1, = 0.5, = 2, β = 2 V(T) K=2 K=5 0.1 0.04757 0.0446 0.2 0.04823 0.04522 0.3 0.05154 0.05056 0.4 0.05749 0.05282 0.5 0.06608 0.07782 0.6 0.07731 0.11893 0.7 0.09118 0.20318 0.8 0.1077 0.31055 0.9 0.12686 0.44105 1.0 0.14867 0.59467 Figure 5 Conclusions: From the table 1, we observe that for fixed p, θ, β and ρ, when μ increases which means that the average inter-arrival time become smaller, so the mean time to
2/LIN02/90 F4 Series Identifier Use to identify the manufacturer's series number of the end item. Administrative update to identify DLMS enhancements. See ADC 171 MN Model Number Use to identify the manufacturer's model number of the end item. See ADC 171 SN Serial Number Use to identify the manufacturer's serial number of the end item. See ADC 171 2/LIN04/90 ZB Commercial and Government Entity (CAGE) Code Use with LIN02 code MG to uniquely identify the manufacturer's part number. Administrative update to identify DLMS enhancements. See ADC 171. 2/REF01/130 U3 Unique Supplier Identification Number (USIN) Use to identify the UII. Place UII value in REF03. Use this qualifier for unique item tracking based upon the UII. The UII may not exceed 50 characters in accordance with IUID Policy. An ANSI data maintenance was approved in version 5020. The approved code/name is “UII-Department of Defense Unique Item Identifier”. Established data element for UII distinct from serial number data element. See ADC 171. 2/N1/140 Name Use to identify the SA/LW small arms manufacturer if duplicate serial numbers are assigned to the same item identified in 2/LIN/090. Administrative. DLMS Supplements authorize specific qualifiers. See ADC 147.
PATRIOT WARRANT OFFICER STUDENT GUIDE Table of Contents Page Warrant Officer Student Guide Letter 3 Section I: Pre-arrival Requirements 4 Section II: Arriving at the WOBC course 5-8 Section III: Student Requirements 9 3-6 ADA Commander’s Policy Letter 10-11 Section IV: Testing Procedures Section V: Suggested Read Ahead List Section VI: Estimated Cost Sheet 12 13(A thru H) 14 Section VII: Class Policies Memorandum 15-16 Section VIII: Course Curriculum 17 Checklist Memorandum 18-19
(Table IIA – Reading List) TOPIC REFERENCE WP / PAGE / PARA TCO responsibilities TM 9-1430- 1600-10-1 WP 0233 ECCM assist FM 3-01.87 Para 6-2 thru 6-9 TCO Responsibilities TCA responsibilities TM 9-1430- 1600-10-1 search surveillance WP 0234 control FM 3-01.87 Para 6-10 thru 6- 15 TCA Responsibilities EDWA FM 3-01.87 Para thru 4- 37 ID weight sets Para 4-104 SPC Para 4-105 & 4- 106 Pop up Para 4-107 MSV Para 4-108 Slow target Para 6-93 thru 6- 96 Para 6-97 Para 6-98 thru 6- ABT search sectors TBM search sectors 102 Track process Para 6-110 thru 6-126 Para 6-127 thru Target classification 6-162 Identification Para 6-163 thru 6-172
Section VIII Course Curriculum TRAINING MODULES (A-G) (TACTICS PHASE) TRAINING MODULE A: PATRIOT SYSTEM OPERATIONS-TABLE I TRAINING MODULE B: PATRIOT SYSTEM OPERATIONS-TABLE II TRAINING MODULE C: PATRIOT SYSTEM OPERATIONS-TABLE III TRAINING MODULE D: PATRIOT SYSTEM OPERATIONS-TABLE IV (MAINTENANCE) TRAINING MODULE E: ECS, ICC AND AMG MAINTENANCE TRAINING MODULE F: RADAR SET MAINTENANCE TRAINING MODULE G: LS MAINTENANCE (LOGISTICS PHASE) TRAINING MODULE H: LOGISTICS SUPPORT TRAINING MODULE I: COMPREHENSIVE MAINTENANCE AND UPDATE TRAINING MODULE J: COMMON CORE TRAINING MODULE Z: ADMINISTRATIVE
Classify from the following list: # of non-continuity ambulatory half-days* Inpatient Outpatient Emergency Med Critical Care Transplant Night Float Elective Other # of continuity clinic sessions during rotation Is primary continuity clinic maintained? Length of rotation in weeks Name of participating site (abbreviate) Rotation Name
Classify from the following list: # of non-continuity ambulatory half-days* Inpatient Outpatient Emergency Med Critical Care Transplant Night Float Elective Other # of continuity clinic sessions during rotation Is primary continuity clinic maintained? Length of rotation in weeks Name of participating site (abbreviate) Rotation Name
The last system upgrade had an impact on some national returns which has now been resolved. 1.5 Implement development pathways for staff, with consideration to identifying talent and succession planning Trust wide Following successful pilots for bands 1-4 and band 5, new development pathways have been created for our apprentices through to band 8. These will replace the existing pick & mix selection of courses to provide a clear development pathway. These pathways have been designed with the trusts values underpinning all the sessions. Healthy Conversations module is the first session for all bands to ensure that all staff are confident and competent to be able to communicate effectively to other staff, patients and carers. This module has been designed to ensure that all staff have a voice and a way to have a meaningful conversation. Effective team based working (Aston Team based working) is another essential element underpinning the development pathways alongside developing quality improvement skills. These pathways will ensure that we can internally develop our staff and talent manage to develop them further with the National Leadership Academy Programmes. The pathways have been further enriched using MBTI (Myers Briggs Type Indicator) step 1 & 2 to support. The pathways are: Apprentices ‘Development Pathway Bands 1-4 Administration Development Pathway (this has been piloted) Band 5 Team Leader Development Pathway (this has been piloted) Band 6 Management Skills Development Pathway Band 7 Advanced Management Skills Development Pathway Band 8 Strategic Leadership Skills Development Pathway The implementation of the new pathways has taken longer than planned. A task and finish group chaired by the Associate Director of Clinical Education and Nursing is overseeing the implementation which will be from March 2017.
Since June 2016, both Wallingford and Didcot Community Hospitals have introduced a falls bundle as part of the individual care and comfort rounding assessments to support patient assessments hourly. There are specific falls prompts to enable conversation with patients to promote self-awareness and education and support the introduction of safety elements to reduce risk of falls and determine quick reference prompts enabling early diagnosis tic prevention i.e. urinalysis and postural drops in blood pressure. These charts will be rolled out across all older people wards by December 2016. A baseline audit was carried out prior to the roll out of the new falls bundle, as described above, the results showed 47% of community hospital ward patients and 62% of older people mental health ward patients had a completed falls risk assessment on admission (this improves to 87% when looking at whether risk assessment was repeated after 28 days); it is expected that this will notably improve once the new charts are in use. In the wards using the new falls bundle 100% compliance was found with falls risk assessments. As of Oct 2016 94% of staff across the older people mental health wards and community hospital wards (n=352) have received training on the management of falls.
Feb. 13 Decision making ▪ pp. 5-7 (Bok model), pp. 86-90 (Potter Box) Potter Box chart (Sakai) Feb. 15 Empathy and Hypocrisy ▪ The good and bad of empathy The limits of empathy The truth about hypocrisy If Lions could talk (Sakai) Feb. 20 Competing loyalties, rights of protest and Colin Kaepernick Vox Mona Lisa’s smile Ch. 4 You are not brave Feb. 22 Kaepernick continued Shallowness of C. Kaepernick debate (Sakai) Trump’s Empty Culture Wars … ‘right to offend’ should be balanced by a ‘duty to mend’ Quiz 3 Date Topic Readings and Assignments for this day Feb. 27 Diversity Has diversity lost its meaning? (Sakai) “He’, ‘She’, ‘They’ and ‘Us’ (Sakai) What is terrorism Mar. 1 Diversity Part 2 A white director, the police, and race in ‘Detroit’ (Sakai) The Washington Post just illustrated the biggest flaw … (Sakai) Empathy paper due Mar. 6 Review for Midterm Mar. 8 Midterm
RTDNA Guidelines for Avoiding Conflict of Interest: Day 15 Tuesday, June 5, 2018 Social Media Media Ethics: Issues and Cases "Whose Facebook Page Is It Anyway" (pp. 91-93) RTDNA Social Media & Blogging Guidelines: Day 16 Wednesday, June 6, 2018 Photo Journalism Media Ethics: Issues and Cases, Chapter 8 “Picture This: The Ethics of Photo and Video Journalism,” pp. 187-198 (NPPA Code of Ethics) Case study of Iraq War photo (p. 205-207) (photos are at the end of the PP presentation A history of digital manipulation: Day 17 Thursday, June 7, 2018 Strategic Communication Media Ethics: Issues and Cases, Chapter 3: “Strategic Communication,” pp. 51-64. American Advertising Federation Code of Ethics: Day 18 Friday, June 8, 2018 Case Study: Dove Beauty Campaign Textbook Case Study: “In the Eye of the Beholder: Dove's Campaign for Real Beauty,” p. 76-78. Real Beauty Ad: Huffington Post article about the campaign's 10th anniversary: Dove Real Beauty Sketches video: Adweek critique of the campaign: Day 19 Monday, June 11, 2018 Marketing 60 Minutes story about stealth marketing: WSJ article "Paid to Pitch": Case study "Looking for Truth Behind the Wal-Mart Blogs" pp. 251-253. CNN story about mommy bloggers: Word of Mouth Marketing Association Code of Ethics: FTC guidelines concerning disclosure of marketing connections: Day 20 Tuesday, June 12, 2018 Public Relations PRSA Code of Ethics: Institute for Public Relations statement on ethics and PR: Case Study: Quit, Blow the Whistle, or Go with the Flow? pp. 104-107.
SPs who weigh more than 100 pounds will drink 10 ounces of Trutol®. SPs who weigh less than 94 pounds must have a calibrated dose of Trutol®. Note: The investigator should record the calibrated amount of Trutol® given to the sample person. Ask the SP to indicate a preference for one of the three flavors. Choose the flavor that matches the preference of the soft drink flavor that he or she prefers. Follow the instructions; remove the correct amount of Trutol® from the bottle before handing the bottle to the SP. Use a small medicine cup to measure the correct amount to remove and discard the excess Trutol®. Hand the SP a cold bottle of Trutol® (containing the calibrated dose) and a straw. SPs MUST consume the entire calibrated dose of the Trutol within 10 minutes. Recite the script "Please drink this solution within 10 minutes" and start the timer. The timer counts down from 10:00 minutes. When the SP has finished drinking the entire calibrated dose of Trutol®, or cannot continue drinking the Trutol, then stop the timer. The choices for the amount of solution that the SP consumed are "All," "Some," or "None." Record the amount of solution the SP drank. If the SP drank "some" or "none" of the Trutol® solution, then the section status is Not Done. If the total time is 00:10:00, then "Solution not consumed in 10 minutes." Second Venipuncture If an SP consumed the entire calibrated dose of the Trutol® solution in 10 minutes, then he or she is eligible to have a 2-ml gray top tube drawn 2
Section 4.6.B.1 above. The Contractor is not obligated to make any additional payment for amounts below 92.0%. 3. Risk Sharing Corridor Tables: (for illustrative purposes only) a. Demonstration Year 1 Incremental Loss or Gain (as % of Total Adjusted Capitation Rate Revenue)1 Risk Corridor Percentage % Contractor Risk Sharing % EOHHS & CMS Risk Sharing % CMS Risk Sharing2 % EOHHS Risk Sharing3 Loss >20% >120.0% 100% 0% 0% 0% Loss >3% and ≤ 20% 103.1% to 120.0% 50% 50% (50%) * (Medicare A/B Percent of Rate) Percent of Rate) Loss >1% and ≤ 3% 101.1% to 103.0% 10% 90% (90%) * (Medicare A/B Percent of Rate) Percent of Rate) Loss or Gain ≤ 1% 99.0% to 101.0% 100% 0% 0% 0% Gain >1% and ≤ 3% 97.0% to 98.9% 10% 90% (90%) * (Medicare A/B Percent of Rate) Percent of Rate) Gain >3% and ≤ 20% 80.0% to 96.9% 50% 50% (50%) * (Medicare A/B Percent of Rate) Percent of Rate) Gain >20% < 80.0% 100% 0% 0% 0% 1 Loss and gain reflected on an incremental basis, rounded to the nearest one tenth of a percent. Loss or gain >20.0% still results in risk sharing reconciliation for the loss or gain between 1.1% and 20.0%.
2 Up to the maximum Medicare participation described in Section 4.6.B.1. Beyond this point, all remaining risk sharing payments shall be treated as Medicaid expenditures eligible for FMAP. 3 All EOHHS Risk Sharing shall be treated as Medicaid expenditures eligible for FMAP. b. Demonstration Year 2 Incremental Loss or Gain (as % of Total Adjusted Capitation Rate Revenue)1 Risk Corridor Percentage % Contractor Risk Sharing % EOHHS & CMS Risk Sharing % CMS Risk Sharing % EOHHS Risk Sharing2 Loss >10% >110.0% 100% 0% 0% 0% Loss >3% and ≤ 10% 103.1% to 110.0% 50% 50% (50%) * (Medicare A/B Percent of Rate) Percent of Rate) Loss or Gain ≤ 3% 97.0% to 103.0% 100% 0% 0% 0% Gain >3% and ≤ 10% 96.9% to 90.0% 50% 50% (50%) * (Medicare A/B Percent of Rate) Percent of Rate) Gain >10% < 90.0% 100% 0% 0% 0% 1 Loss and gain reflected on an incremental basis, rounded to the nearest one tenth of a percent. Loss or gain >10.0% still results in risk sharing reconciliation for the loss or gain between 3.1% and 10.0%. 2 All EOHHS Risk Sharing shall be treated as Medicaid expenditures eligible for FMAP. c. Demonstration Year 3 Incremental Loss or Gain (as % Risk Corridor % Contractor Risk % EOHHS & CMS Risk Sharing % CMS Risk Sharing % EOHHS Risk Sharing2
Technical and Financial Viability Testing of Individual Heating and Cooling Meters and Heat Cost Allocators USER GUIDE Issue: 5th July 2014 Version: 3a Tool version: 4a Created by: Elena Olloqui, Updated by Alex Duckworth 5th August 2014 Checked by: Andrew Cripps 6th August 2014 Validated by: Andrew Cripps 6th August 2014, minor amendments 20 October 2014 This document provides user guidance to accompany the tool that provides the technical and financial viability testing of individual Heat and Cooling meters and Heat Cost Allocators. This tool allows users to evaluate the technical and financial viability of implementing heat or cooling meters and HCAs in existing buildings which are fed by heating or cooling networks and community schemes. This tool is to be used by any organisation responsible for delivering heating or cooling to dwellings or non-domestic units. The tool is designed to evaluate the following configurations: One or more blocks of flats, all of identical topology and system configuration One or more detached dwellings, all of identical topology and system configuration One or more semi-detached dwellings, all of identical topology and system configuration One or more terraced blocks, all of identical topology and system configuration Non domestic buildings with tenants/units served by heat/cooling networks. Mixed use buildings where all flats and non domestic units are served by the same system configuration. This tool is not suitable for any other configuration and different blocks will need to be entered separately if they do not have identical topologies and HVAC system configurations. Data is input into the “User Interface” tab, and results are output in the “Results” tab. The “User Interface” tab is split into sections: General Information This section is where basic information concerning the building, its age, location, and occupants is recorded. Technical viability Basic information on system configuration is required to provide a quick evaluation of technical viability. When the system is deemed to be not technically viable at this stage, the user is informed and no additional information is required. For non domestic buildings, applicability and technical viability of cooling meters is also assessed here. Domestic Details If the block contains dwellings, information regarding the number and types of domestic unit is entered here, as well as details which will affect the costs of any installation or technology used. Non-domestic Details
H8c. For what reasons were you refused the loan? Multiple responses possible. Did not have a down payment -1 Did not have a bank account -2 Did not have a credit history/references -3 Had bad credit history -4 Had too many other debts -5 Did not have proof of a permanent address -6 Did not have proof of sufficient income -7 Did not have an identity document -8 Couldn’t provide security/collateral -9 No business plan -1 -1 - SECTION I: RISK MANAGEMENT AND INSURANCE Ask all. I1a. Unexpected things sometimes happen that affect your income. Did you experience... (read out risks) in the past 12 months? Single mention per experience. I1b. For those experienced (code -1 in I1a): How did you cope financially? Showcard I1b. Multiple mentions possible. Risk I1a. Experienced in the past 12 months? I1b. Coping mechanism -1 Claimed insurance -2 Used savings -3 Borrowed money -4 Sold something to get money -5 Cut down expenses -6 Did nothing -7 Other Yes No Increase in household size (more dependents relying on household income) -1 -2 -2 -3 -4 -5 -6 - 7 Death of or loss of income from main income earner -1 -2 -1 -2 -3 -4 -5 -6 -7 Death of other family member not main income earner -1 -2 -1 -2 -3 -4 -5 -6 -7 Illness within your household or family that requires medical expenses -1 -2 -1 -2 -3 -4 -5 -6 -7 Separation or divorce -1 -2 -2 -3 -4 -5 -6 -7 Disability - self or household member -1 -2 -1 -2 -3 -4 -5 -6 -7 Having to pay unforeseen school/education fees -1 -2 -2 -3 -4 -5 -6 -7 Loss of job - self or household member -1 -2 -1 -2 -3 -4 -5 -6 -7 Fire or destruction of household property -1 -2 -1 -2 -3 -4 -5 -6 -7
PART D - Remarks by Requesting Office (Note to Supervisors: Do you know of additional or conflicting reasons for the employee's resignation/retirement? Yes No If "YES", please state these facts on a separate sheet and attach to SF 52.) USED WHEN EMPLOYEE ENTERS MILITARY TRAINING OR ACTIVE DUTY. ORDERS SHOWING A BEGINNING AND ENDING DATE OF TRAINING OR ACTIVE DUTY ORDERS MUST BE ATTACHED TO SF 52. EMPLOYEE MUST ALSO RECEIVE A BRIEFING ON HIS/HER USERRA BENEFITS PRIOR TO DEPARTING FOR TRAINING. EMPLOYEE MUST ATTACH COMPLETED TECHNICIAN LEAVE WITHOUT PAY CHECKLIST. THIS CHECKLIST CAN BE OBTAINED FROM EMPLOYEE SERVICES IN HRO OR THE HRO WEBSITE. LEAVE CODE FOR TIME CARD IS: KG PART E - Employee Resignation/Retirement Privacy Act Statement You are requested to furnish a specific reason for your resignation or retirement and a forwarding address. Your reason may be considered in any future decision regarding your re-employment in the Federal service and may also be used to determine your eligibility for unemployment compensation benefits. Your forwarding address will be used primarily to mail you copies of any documents you should have or any pay or compensation to which you are entitled. This information is requested under authority of sections 301, 3301, and 8506 of title 5, U.S. Code. Sections 301 and 3301 authorize OPM and agencies to issue regulations with regard to employment of individuals in the Federal service and their records, while section 8506 requires agencies to furnish the specific reason for termination of Federal service to the Secretary of Labor or a State agency in connection with administration of unemployment compensation programs. The furnishing of this information is voluntary; however, failure to provide it may result in your not receiving: (1) your copies of those documents you should have; (2) pay or other compensation due you; and (3) any unemployment compensation benefits to which you may be entitled. 1. Reasons for Resignation/Retirement (NOTE: Your reasons are used in determining possible unemployment benefits. Please be specific and avoid generalizations. Your resignation/retirement is effective at the end of the day - midnight - unless you specify otherwise.) 2. Effective Date 3. Your Signature 4. Date Signed 5. Forwarding Address (Number, Street, City, State, Zip Code) PART F - Remarks for SF 50 U.S.GPO: 1996-404-763/40019
Germany DRV Natascha Evers Hong Kong Hong Kong Rugby Craig Wotton Robbie McRobbie Tournament Director HKFC Head of Rugby Operations Italy Federation Italian Rugby (FIR) Luca Formilli Ufficio Tecnico F.I.R. Latvia Latvian Rugby Federation Aleksandrs ZUMENTS President Lithuania Regbija Federacija Lithuania Ieva Lazauskaite Rytis Dovidovicius Chairman President Malta Malta RFU Pierre AssoPardi Mike Beerman Netherlands Nederlandse Rugby Bond NRB Job de Jong Head of Competition Poland Polish Rugby Federation Grzegorz Borkowski Secretary General Portugal Portugal Rugby Delfim Barreira Ana Martins General Secretary Dep. Administrativo Romania Romanian Rugby Lucian Lorin Head of Communication, Marketing and Events Singapore Singapore Rugby Union Teo Ping Low President Slovenia Slovenia RFU Borut Grgic President South Africa SA Rugby Christo Ferreira Yandiswa Mbulali Spain Federation Espanola de Rugby (FER) Jose Moreno Secretario General USA USA Rugby Alli M Salaman Sarah Fullerton Lucy Zugschwert
Reasons for Decision Premises: Monte’s Lounge Licensee: Monte’s Bar & Bistro Pty Ltd Nominee: Mr Matt Mulga Proceedings: Application for Variation of Licence Conditions Pursuant to Section 32A of the Liquor Act Heard Before: Mr Richard O’Sullivan (Chairman) Mr John Brears Mr Paul Fitzsimons Appearances: Superintendent Travis Wurst, Northern Territory Police Mr Matt Mulga, Nominee and Director of Monte’s Bar & Bistro Pty Ltd Date of Hearing: 8 October 2014 Date of Decision: 5 November 2014 Background On 3 March 2014 Mr Matt Mulga, a Director of Monte’s Bar & Bistro Pty Ltd (“Monte’s”) made application to the Northern Territory Licensing Commission (“the Commission”) to vary the licence conditions of Monte’s Lounge situated at the corner of Todd Street and Stott Terrace, Alice Springs. The variation is applied for under section 32A of the Liquor Act (“the Act”). The application seeks to vary the licence category of the premises from that of a “Restaurant” to that of an “On Licence”. While the applicant has advised Monte’s will continue to trade predominately as a restaurant during meal times and that the kitchen will continue to be the focus of the business, the application as advertised also seeks the removal of the following existing licence conditions: “Appearance The premises shall at all times have the appearance of and shall trade predominantly as a restaurant. Patrons Patrons to be seated at a table. Consumption of Liquor Consumption of liquor without a meal will not be advertised or promoted. Kitchen Operation Premises shall close no later than one and one half hours after the kitchen closes. Snack Foods
Prices are set in accordance with a cost-based formula. Costs of direct labour and raw materials are traced to each customer, and marked up at rates of 60% and 70% respectively. Production overhead is marked up by 50% and then allocated to customers in proportion to direct labour cost. Because these markup percentages are slightly lower than those applied by its competitors, Mhuru Ltd. has long believed that this pricing formula should enable it to retain the loyalty of its three customers. The Marketing Director was therefore surprised recently when he learned that one customer considered prices to be too high and was seriously considering taking his business elsewhere. Production overhead costs last month were made up of the following three elements: Activity Driver Cost Determining customer requirements Number of liaison meetings _8000 Making design changes Number of design changes _6000 Machine set-up Number of production batches _4000 Total = _18000 The following is a summary of the work carried out last month on behalf of the three customers: Customer A Customer B Customer C Total Direct labour cost $ _2700 _5500 _3800 _12000 Raw material cost $ _3200 _5000 _2800 _11000 Number of liaison meetings 12 9 11 32 Number of design changes 13 15 22 50 Number of production batches 7 10 3 20 REQUIRED: (a) Calculate the amount of profit which Mhuru Ltd. earned from each of its three customers last month. (16 marks) (b) Explain which customer is most likely to be unhappy with Mhuru’s pricing arrangements, and recommend what steps Mhuru Ltd. should take in order to retain this customer. (4 marks) (c) Briefly explain how the implementation of a life cycle costing approach to manufacturing can be a major source of competitive advantage. (5 marks)
On the occasion of World Disability Day i.e on 3rd December 2016, students of Jyoti Kiran School participated in a State Program conducted by Disability Department of Uttar Pradesh at Indira Gandhi Prathisthan, Gomtinagar, Lucknow. On this occasion children gave a dance performance which mesmerized the audience. Vocational Unit EXHIBITION CUM SALE HELD AT SHALIMAR GRAND A two day exhibition cum sale of the products prepared by the trainees and staff of the vocational unit was held on 15th and 16th October 2016 at Shalimar Grand, Gokhale Marg, Lucknow. The items included Ganesh Lakshmi Idols, masks of Ganesh Lakshmi, decorative items, Puja ki thali, gift items etc. EXHIBITION CUM SALE HELD AT ELDECO ELEGANCE An exhibition cum sale of the products prepared by the trainees and staff of the vocational unit was held on 22nd October 2016 at Eldeco Elegance, Gomtinagar, Lucknow. The items included Ganesh Lakshmi Idols, masks of Ganesh Lakshmi, decorative items, Puja ki thali, artificial jewelry, handmade purse, gift items etc. EXHIBITION CUM SALE HELD AT AEGIS LIMITED A two day exhibition cum sale of the products prepared by the trainees and staff of the vocational unit was held on 28th and 29th October 2016 at Aegis Limited, Hazaratganj,