zilongwang/ReadingBank huggingface dataset:
PART V – CHECKLIST This checklist is provided to ensure that a complete application is submitted to Cal OES. PROPOSAL Cover Sheet – Please complete and attach to the front of the proposal. Grant SubAward Face Sheet () – Signed by the official authorized to enter into the Grant Subaward. Project contact information () signature authorization () Certification Of Assurance Of Compliance Type the name of the cert needed here. () – Signed by the official who signed the Grant Subaward Face Sheet and by the official delegating that authority. Budget pages (Excel spreadsheet format) () Budget Narrative () Project Narrative () Problem Statement Plan CAPABILITIES subrecipient grants management assessment project service area information () organizational charT additional forms, if applicable petty cash victim fund procedures () noncompetitive bid request checklist () COmputers and automated systems purchase justification guidelines () OUT-OF-STATE TRAVEL REQUEST () PAYEE DATA RECORD () operational agreemeNTS (pART I, SUBPART G)
You may not use your calculator on this page. Use the following points and the method of undetermined coefficients to find a quadratic function whose graph would pass through these three points. You must do this using substitution or elimination and show all work clearly. (6 pts) (1, 5) (-2, 2) (-1, -1) a) Perform the polynomial division (3x3 – 2x2 + x – 5) ÷ (x – 3). (3 pts) b) Express the result as an equation in the form p(x) = f(x)q(x) + r(x). (1 pt) Is x – 3 a factor of 3x3 – 2x2 + x – 5? Explain your reasoning. (1 pt) Solve 2x2 – 11x + 12 = 0 by factoring. (3 pts)
Meaningful use of time & volunteering Volunteering Interests / hobbies Short courses for leisure Employment, education, training Employment Training Education Job applications & CVs Literacy / numeracy Gaining basic qualifications (e.g. English, Maths) Social & family relationships, inc. support networks Family links Friends Re-establishing or maintaining contact with children Gaining custody or contact of children Other social networks Isolation Finance & budgeting Paying rent / bills Claiming benefits Budgeting Clearing debts Diversity Cultural needs Religion / faith Sexual orientation Other Domestic abuse Legal matters not related to offending Gambling Help with language Please state any other areas in which you need support:
I observe… I was confused by… Generate a Guess or Hypothesis I think/believe ___ will happen because… If _____, then…. It’s possible that…. It will most likely… Conduct an Experiment Do we have all of the….? What should we do next? How did the _____ react to the ….? How will we measure….? Analyze and Interpret Data ______ means that….. . The data from ______ show….. . This doesn’t make sense when compared to …. . My evidence is …. . Oral Language for Social Studies See charts above for Classification, cause & effect, sequence, compare/contrast Signal Words Cause and Effect Problem/Solution Because Since Therefore Consequently In order that As a consequence As a result If…then Thus Due to Description or List To illustrate For instance In addition And Again Moreover Also Too Furthermore Another First of all Compare Contrast
District Code: ____________________ Intervention Services: Description of Intervention Service Person(s) Responsible Timeline for Implementation Implementation Complete Training Programs: Description of Training Program (Specific) Person(s) Responsible Timeline for Implementation Implementation Complete Counseling: Description of Counseling Service Person(s) Responsible Timeline for Implementation Implementation Complete Discipline: Description of Discipline Person(s) Responsible Timeline for Implementation Implementation Complete Other: Description of Other Action Recommended or Taken Person(s) Responsible Timeline for Implementation Implementation Complete COMMENTS: ________________________________________________________ ___________________________________ Principal Signature Date Date Submitted to Superintendent** ** The Principal must submit this Report to the Superintendent within two (2) school days of the completion of the investigation. Superintendent’s Summary of Recommendations District Code: ___________________________ ______ No further action(s) required at this time ______ The following is recommended: _____________________________________________________ ______________
Contact Info: Anyone who is not employed by the school district may report the event anonymously by leaving the contact fields blank. Employees must enter their names. The submitter may enter their email address if they would like to receive a copy of the incident they are about to submit. If a phone number is entered, the submitter may indicate what time of day is best to contact them – morning, afternoon, or evening. Classification This tab contains fields that describe specific actions performed against the victim. This includes Verbal & Physical, Emotional & Electronic, Violence & Vandalism, Substance Offense, and Weapons/Bombs. Multiple selections may be made using the checkboxes. For each category, there is also an “Other” option. Location This tab contains fields that describe where the incident occurred, such as a classroom, restroom, bus stop, etc. Again, multiple selections may be made using the checkboxes and there is an “Other” option. Witnesses Fill out all known information regarding any witness’ First Name and Last Name. More than one witness can be added. Multiple selections can be made under Physical Evidence and there is an “Other” option. Motivation This tab asks for reasons the bullying may have occurred, such as appearance, gender, religion, disability, race, sexual orientation, etc. Multiple selections may be made using the checkboxes and there is also an “Other” option. Additional Info Enter any additional relevant information that you would like to provide. Once this form is complete, click Submit and the incident will be added to the Pending Incidents Queue. Pending Incidents Queue
Click Choose File to upload a District Logo Click Choose File to upload a new PDF for an Executive Summary Cover Page. This will take the place of a typed executive summary for the executive report. Schools To add a school, click the green plus button in the top, right-hand corner. Enter the Details of the school, the Principal’s first and last name, and all known Contact Information. Click Choose File to upload a School Logo. For Users and Documents, see the information below. The process is the same for both the district overall and for individual schools. Users To add a user, click the green plus button in the top, right-hand corner. Enter the Details of the user, including their First and Last Name as well as their Email Address. Create a Username and Password and Confirm Password. You cannot change a username after it has been created. If the Active box is checked, the user account is active. If the Locked box is checked, the user account is locked. The system will automatically lock an account after a series of unsuccessful login tries. The system administrator can unlock an account for a user as well as change/reset their password and edit any other details.
Budget: Item Amount Total cash funding requested in this application. Please indicate an estimate of how funds will be spent: $ Total hours of HIC staff time requested as in-kind support. Please estimate below the type and quantity of input at $150/hour: $ Contribution (cash and/or in-kind) from your health service for the project $ Total budget (cash and in-kind from HIC) for the project $ Are there other sources of funding being sought or secured from your organisation or externally for this project? Yes No If yes, please complete below: Organisation Amount Cash or In-kind? Secured? Cash In-kind Yes No Cash In-kind Yes No Cash In-kind Yes No
All levels of membership are free, and members can apply to move between levels as they gain experience and expertise. Please submit your completed application form, or address any queries, to our Communications Lead, Emma Smith (). As a member you will automatically be added to our newsletter subscription list; please just let Emma know if you do not wish this to occur, and you can unsubscribe at any time by emailing too. Membership Application 1. Applicant Details Name (First name; Surname) Job Title currently held Department & Organisation Country Email Telephone Current HIC-Vac network membership level Investigator / Associate / Affiliate / non-member How did you find out about the HIC-Vac Network? Search engine/ Twitter/ Personal Recommendation/Other 2. Membership level – please tick the level of membership you wish to apply for: Affiliate (please check section 3 and sign section 8, and submit your form) Associate (please complete all below questions) Investigator (please complete all below questions) 3. Terms and Conditions of Membership - please confirm: You have read our (v3.0) and will abide by these, particularly with regards to confidentiality of unpublished data at meetings. You agree that we may contact you for purposes as described in our . 4. Career History and Current Role - please outline your career to date, and your area of specialism (max 500 words) 5. Value-adding – please describe how you would add value to the HIC-Vac network (500 words) 6. Required additional documents – please include the following with your application if you are applying for Investigator or Associate membership: CV (2 page) and publications list (1 page) 7. Keywords – please tick as many as apply Existing Controlled Human Infection Models (CHIM) researcher Viral Bacterial Parasites LMIC Supportive expertise Industry
TABLE OF CONTENTS Statement of Purpose/Rationale & Definition Purpose Rationale Definition Identification of Highly Capable Students 2.1 Annual Notification 2.2 Definition of Learning Characteristics 2.3 Initial Screening/Referral 2.4 Testing 2.5 Data Review 2.6 Communications Highly Capable Selection Committee Highly Capable Program Goals Highly Capable Student Goals Continuum of Services K-12 & Service Delivery Options 6.1 K – 2 6.2 3 – 6 Elementary HiCap 6.3 7 – 8 Humanities 6.4 9 – 12 Advanced Placement Protocols for HiCap Services 7.1 Transfer students 7.2 Underachieving students or students experiencing academic difficulties 7.3 Appeals Process 7.4 Withdrawal from services and opting out of full-time placement 7.5 Dual Exceptionalities 7.6 Accommodations Roles (optional) 8.1 Director of Special Programs & Assessment 8.2 HiCap Teacher’s Role 8.3 Parent’s Role 8.4 Principal’s Role 8.5 Teacher’s Role 8.6 School HiCap Advocate’s Role Professional Development Policies & Procedures (on file) 10.1 Annual Notification (WAC 10.2 District Plans (WAC 392-170-020) 10.3 Selection of Most Highly Capable (Board Policy – WAC 392-170-075) Characteristics of HiCap Students Appendix 12.1 Characteristics of HiCap Students 12.2 Glossary of Terms Forms 13.1 Referral Form 13.2 Appeals Form 13.3 Opt-Out Form 13.4 Withdrawal Form 392-
In FY 2016-17: (Your own example) List your own statistics Sample of Issues Handled: Resolving disputes between workers’ compensation and Medicare so Medicare pays its portion. Assisting low-income beneficiaries to apply for particular assistance programs. Helping low income beneficiaries reduce or eliminate their Medi-Cal share of cost. Reporting mistakes in provider network directories, assisting beneficiaries in getting medical providers. Overturning denials of ambulance claims. Helping beneficiaries in the deductible or donut-hole phase of their Part D coverage find alternative, lower cost sources of expensive medications such as insulin. Helping beneficiaries understand their rights and submit Equitable Relief claims to SSA regarding their Medicare enrollment rights, late penalties, etc. Resolving improper billing by plans and providers for Part B expenses for QMB and dual-eligible clients. Assistance in submitting complaints to CMS through the CTM (Complaints Tracking Module) system regarding plan marketing abuses and plan improper billing. Helping resolve problems between the state and SSA regarding the state’s “buy-in” of Part A and B premiums for qualifying low-income beneficiaries.
Protocol. Those communications included Garcia v Ecuador, EMEH v France and Wilfred v Canada. The author relevantly claimed in his communication that his imprisonment in Australia was based on the United States’s imposition of a retroactive offence upon him and flowed directly from his alleged unfair and unlawful trial before a US military commission. It was thus not possible for the Committee to determine the lawfulness under article 9(1) of the Covenant of Australia’s detention of the author without first reaching the view that the United States breached the Covenant; the former depended on the latter. Australia considers that it is this inherent necessity of examining and reaching a view about the United States’s conduct—not the fact that the author also complained about Australia’s conduct—that the Committee should have concluded was the crucial factor in determining whether the claims in question ‘concerned’ the United States for the purposes of article 1 of the First Optional Protocol. Australia notes that, notwithstanding that the Committee’s views do not cite specific articles that it considers that the United States breached, the Committee patently did reach the view that the United States breached the Covenant. For example, the views describe the United States Military Commission proceedings as ‘proceedings in which the defendant’s rights were clearly violated’ and the sentence that the Commission imposed as ‘resulting from a flagrant denial of justice’. The Committee describes the measures Australia allegedly could have taken in respect of the United States’s treatment of the author (discussed above) as including ‘measures intended to remedy violations of the author’s rights’. They also state that ‘the ruling dated 18 February 2015’ of the United States Court of Military Commission Review, setting aside the author’s sentence, ‘leaves no doubt as to the unfairness of the proceedings followed against [the author] and that the offence that had given rise to his conviction was retrospective’. Australia remains strongly of the view that the Committee should not have found the author’s claims under article 9 of the Covenant to be admissible. In addition—and without commenting on the correctness of the Committee’s views adverse to the United States (noting the United States was not accorded procedural fairness in relation to the Committee reaching adverse views regarding its conduct)—it appears to Australia that the Committee may have taken into account the
PART 5: REFEREES Referee 1: A person other than your Principal / Line Manager or Authorised Representative Name: Title First Name Surname Position: School / Campus / College Telephone: Work: : Email: Referee 2: A person other than your Principal / Line Manager or Authorised Representative Name: Title First Name Surname Position: School / Campus / College Telephone: Work: : Email: PART 6: ENDORSEMENT The following endorsement must be signed by your School principal, line manager or authorised representative. I have read the Terms and Conditions which apply to this application and the award of a scholarship. I hereby confirm that the applicant named on this application form is a teacher at the School or TAFE NSW Campus / College specified. I endorse and support the applicant’s application and suitability for the award of a NSW Premier’s Teacher Scholarship. I endorse and support the applicant as a suitable ambassador for the Premier of NSW. Signature: Print Name: Position: School / Campus / College: Contact Telephone: Date:
All references to: “Scholarship Conditions” means these conditions of nomination for the applicable Premier’s Teacher Scholarship; “the Departments” in these terms and conditions mean both the NSW Department of Premier and Cabinet and the NSW Department of Education; “the Designated Authority” means the provider of the Scholarship funds (generally, the Australian College of Educators or the Department of Premier and Cabinet); “the Program” means the Premier’s Teacher Scholarships program; “the Scholarship” means the applicable Premier’s Teacher Scholarship; “the Secretariat” means the Premier’s Scholarships Secretariat in the Department of Education; “the Panel” means the Scholarship selection panel; “the State” means the Crown in right of the State of New South Wales, whether acting through the Department of Premier and Cabinet, the Department of Education or otherwise; “You” means the applicant for the Scholarship; and “Your Proposal” means the study proposal You have submitted with your application for the Scholarship.
HICKSTEAD HELP ROTA INTERNATIONAL MEETING DATE MAIN GATE BOXES OUTER RINGS TRADE STANDS ROPE Weds 30 July Am Sarah Chambers Chloe & Debbie Rayner Sue Eves Chloe Rayner Frankie Dunn Imogen & Millie Preissner Preissner family (x3) Josephine Cray (x3) Cruickshanks (5) 9am Sue Eves Jess Mungavin Pm Sue Eves Jacky Alomari Morrish (x2) Cathie & Rachael Hawkins Lords (x4) Lucie & Madeline Harding Poppy Barr Jo Grant Thurs 31 July Am Carol Stanley Jacky Alomari Sophie Stanley Frankie Dunn Steph Harding Ella Spearing Steph Harding & Ella Spearing Anna & Lily Milford Marissa meinecke (x2) 8:15 Sue Eves Freddie Driscoll Pm Carol Stanley Nina (x2) Sue Eves Nancy Oliver (x2) Karen Currie Chloe & Debbie Rayner Christine Moore 8:15 Sue Eves Clarissa Rodgers Fri 1 Aug Am Carol Stanley Jane Barr Katelyn Brown Rachel Brown Sophie Stanley Frankie Dunn Chelsea King Lisa Driscoll Anderson-Scott (x2) Ngaire Martin (x2) Karen Robbins Sue Eves Becky Brown Pm Sam Filmer-Cox Abbie Carrucan (x2) Teresa Penny harlington Bella Mason (x2) Wendy & Megan TRM Sue Eves Megan Rogerson
DATE MAIN GATE BOXES OUTER RINGS TRADE STANDS ROPE Sat 2 Aug Am Carol Stanley Sophie Stanley Julie & Freya Hales Frankie Dunn Freya Hales Lisa King Abby & Allana Perry Emily Uridge Johnsons (x5) Jo Smith & Serena Serafimov Juliette & Emily Uridge Morgan Wykes (x2) Carianne & Grace Dale Lisa King Wendy TRM pm Carol Stanley Perrys (x3) Batemans (x4) Hayley & Amelia Southon Allana Perry Sue Eves Sun 3 Aug Am Laura & Delilah Brook-nash Jane Barr Sophie Stanley Poppy Barr Ellie Curtis Georgia Downs Lisa Downs Melissa Mower Sue Eves Frankie Dunn Ellie Curtis (x2) Caroline & Melissa Mower Abbie Carrucan Jacky Alomari Poppy Barr Lisa Downs Pm Lisa King Sue Eves Madison Clark (x2) Martin & Chloe Pullen Penny & Leonie Harlington Spearing (3) Imogen Meston Ellie Pargeter Megan Rogerson Flag bearers – Friday 1 August – report to Carol Stanley at the main programme hut (at the main gate) by 12:30 Ellie Curtis Elysia Filmer-Cox Allanah perry Leonie Harlington Abby Perry Frankie Dunn Freddie Driscoll Rachel Brown
10. Prepared by Incident Commander PRINT NAME: ____________________________________________________________ SIGNATURE: _________________________________________________ BRIEFING DATE/TIME: _________________________________________________ FACILITY: ____________________________________________________
5. External Contacts Agency / Assignment / Name Radio Ch # / Frequency Telephone Fax Email Mobile Phone Pager Identification Number of device issued / Comments 6. Special Instructions 7. Prepared by Communications Unit Leader PRINT NAME: _________________________________________________________ DATE/TIME: ___________________________________________________________ SIGNATURE: __________________________________________________________ facility: _____________________________________________________________
4. Prepared by PRINT NAME: _____________________________________________________________________ DATE/TIME: ______________________________________________________________________ SIGNATURE: _______________________________________________________________________ facility: __________________________________________________________________________
purpose: The HICS 200 – Incident Action Plan (IAP) Cover Sheet provides a cover sheet and a checklist for HICS Forms and other documents included in the operational period IAP. ORIGINATION: Prepared by the Incident Commander or Planning Section Chief. COPIES TO: Duplicated and distributed to Command and General Staff positions activated. All completed original forms must be given to the Documentation Unit Leader. Notes: If additional pages are needed for any form page, use a blank HICS 200 and repaginate as needed. Additions may be made to the form to meet the organization’s needs. NUMBER TITLE INSTRUCTIONS 1 Incident Name Enter the name assigned to the incident. 2 Operational Period Enter the start date (m/d/y) and time (24-hour clock) and end date and time for the operational period to which the form applies. 3 Attachments Check or list all HICS Forms and other documents that are included in the Incident Action Plan (IAP). 4 Prepared by Planning Section Chief Enter the name and signature of the person preparing the form. Enter date (m/d/y), time prepared (24-hour clock), and facility. 5 Approved by Incident Commander Enter the name and signature of the person approving the form. Enter date (m/d/y), time prepared (24-hour clock), and facility.
Purpose: The HICS 205A - Communications List provides information on all radio frequencies, telephone, and other communication assignments for each operational period. ORIGINATION: Prepared by the Logistics Section Communications Unit Leader and given to the Planning Section Chief for inclusion in the Incident Action Plan (IAP). cOPIES TO: Duplicate and provide to all recipients as part of the IAP. All completed original forms must be given to the Documentation Unit Leader. Information from the HICS 205A can be placed on the Organization Assignment List (HICS 203). Notes: If additional pages are needed, use a blank HICS 205A and repaginate as needed. Additions may be made to the form to meet the organization’s needs. NUMBER TITLE INSTRUCTIONS 1 Incident Name Enter the name assigned to the incident. 2 Operational Period Enter the start date (m/d/y) and time (using the 24-hour clock) and end date and time for the operational period to which the form applies. 3 Internal Contacts Enter the appropriate contact information for internal contacts, hospital personnel, those in an activated Hospital Incident Management Team (HIMT) position, and other key staff. 4 Special Instructions Enter any special instructions (e.g., using repeaters, secure-voice, private line [PL] tones, etc.) or other emergency communications. If needed, also include any special instructions for alternate communication plans. 5 External Contacts Enter the appropriate contact information for external agencies, organizations, key contacts. 6 Special Instructions Enter any special instructions (e.g., using repeaters, secure-voice, private line [PL] tones, etc.) or other emergency communications. If needed, also include any special instructions for alternate communication plans. 7 Prepared by Communications Unit Leader Enter the name and signature of the person preparing the form. Enter date (m/d/y), time prepared (24-hour clock), and facility.
1. Incident Name 2. Operational Period (# ) DATE: FROM: _____________________________________ TO: ____________________________________________ TIME: FROM: _____________________________________ TO: ____________________________________________ 3. Area (Triage or Specific Treatment Area) Field Tag Number Medical Record Number Name (Last name, First name) Sex (M/F) DOB / Age Triage Category Immediate Delayed Minor Expectant Expired Location / Time OF Procedures (CT, x-ray, etc.) Disposition / Time (D) Discharge (a) Admit (S) Surgery (T) Transfer (M) Morgue
4. Prepared by PRINT NAME: _____________________________________________________________________ DATE/TIME: ______________________________________________________________________ SIGNATURE: _______________________________________________________________________ facility: __________________________________________________________________________
Purpose: The HICS 259 - Hospital Casualty/Fatality Report is used to record the total numbers of adult and pediatric patients seen, admitted (by bed type), discharged, transferred, expired, and waiting to be seen for each operational period. origination: The HICS 259 is prepared by the Planning Section Patient Tracking Manager or team prior to the Operations Briefing in the next operational period. copies to: Copies are distributed to the Command Staff, Section Chiefs, and the Documentation Unit Leader. Notes: If additional pages are needed, use a blank HICS 259 and repaginate as needed. Additions may be made to the form to meet the organization’s needs. NUMBER TITLE INSTRUCTIONS 1 Incident Name Enter the name assigned to the incident. 2 Operational Period Enter the start date (m/d/y) and time (24-hour clock) and end date and time for the operational period to which the form applies. 3 Number of Casualties / Fatalities Patients seen Enter total number of patients seen in either the adult or pediatric column. Admitted Enter total number of patients admitted in either the adult or pediatric column. Critical Care Enter total number of patients admitted in either the adult or pediatric column. Medical / Surgical Enter total number of patients admitted in either the adult or pediatric column. Other Enter other needed categories (i.e., burn, pediatric, labor and delivery, forensic, psychiatric) in either the adult or pediatric column. Discharged Enter total number of patients discharged in either the adult or pediatric column. Transferred Enter total number of patients transferred in either the adult or pediatric column. Morgue Enter total number of patients expired in either the adult or pediatric column. Waiting to be seen Enter total number of patients still waiting to be seen by physician in either the adult or pediatric column. 4 Prepared by Enter the name and signature of the person preparing the form. Enter date (m/d/y), time prepared (24-hour clock), and facility.
HICS 255 - MASTER PATIENT EVACUATION TRACKING 1. Incident Name 2. Operational Period (# ) DATE: FROM: TO: TIME: FROM: TO: 3. Patient Evacuation Information PATIENT NAME Medical Record # Evacuation Triage Category  IMMEDIATE  DELAYED  MINOR Mode of Transport  CCT  ALS  BLS  VAN  BUS  CAR  AIRCRAFT Disposition  DISCHARGE  TRANSFER  MORGUE Accepting Hospital or Location Time hospital contacted & report given Transfer Initiated (Time/Transport Co./ #) Medical Record Sent  YES  NO Medication Sent  YES  NO Family Notified  YES  NO Arrival Confirmed  YES  NO Admit Location  FLOOR  ICU  ER  MORGUE Expired (time) PATIENT NAME Medical Record # Evacuation Triage Category  IMMEDIATE  DELAYED  MINOR Mode of Transport  CCT  ALS  BLS  VAN  BUS  CAR  AIRCRAFT Disposition  DISCHARGE  TRANSFER  MORGUE Accepting Hospital or Location Time hospital contacted & report given Transfer Initiated (Time/Transport Co./ #) Medical Record Sent  YES  NO Medication Sent  YES  NO Family Notified  YES  NO Arrival Confirmed  YES  NO Admit Location  FLOOR  ICU  ER  MORGUE Expired (time) PATIENT NAME Medical Record # Evacuation Triage Category  IMMEDIATE  DELAYED  MINOR Mode of Transport  CCT  ALS  BLS  VAN  BUS  CAR  AIRCRAFT Disposition  DISCHARGE  TRANSFER  MORGUE Accepting Hospital or Location Time hospital contacted & report given Transfer Initiated (Time/Transport Co./ #) Medical Record Sent  YES  NO Medication Sent  YES  NO Family Notified  YES  NO Arrival Confirmed  YES  NO Admit Location  FLOOR  ICU  ER  MORGUE Expired (time) PATIENT NAME Medical Record # Evacuation Triage Category  IMMEDIATE  DELAYED  MINOR Mode of Transport  CCT  ALS  BLS  VAN  BUS  CAR  AIRCRAFT Disposition  DISCHARGE  TRANSFER  MORGUE Accepting Hospital or Location Time hospital contacted & report given Transfer Initiated (Time/Transport Co./ #) Medical Record Sent  YES  NO Medication Sent  YES  NO Family Notified  YES  NO Arrival Confirmed  YES  NO Admit Location  FLOOR  ICU  ER  MORGUE Expired (time) 4. Prepared by PRINT NAME: SIGNATURE: DATE/TIME: FACILITY:
5. Health and Safety Briefing Identify potential incident health and safety hazards and develop necessary measures (remove hazard, provide personal protective equipment, warn people of the hazard) to protect responders from those hazards. — HICS 202, 215A — 6. Incident Objectives — HICS 202, 204 — 6a. Objectives 6b. Strategies / Tactics 6c. Resources Required 6d. Assigned to 7. Prepared by PRINT NAME: ____________________________________________ DATE/TIME: ______________________________________________ SIGNATURE: ______________________________________________________ facility: _________________________________________________________
HICS Position Essential First Tier (Business Hours) Second Tier (Non-Business Hours) INCIDENT COMMANDER Lead and provide overall strategic direction for hospital incident management and support activities, including emergency response and recovery. Organize and direct the Hospital Command Center (HCC). Authorize total facility evacuation if warranted. Emergency Management Program Director Nursing Supervisor Safety Officer Ensure safety of staff, patients, and visitors, monitor and correct hazardous conditions. Have authority to halt any activity that poses immediate threat to life and health. Environmental Safety Officer Safety & Security Supervisor Liaison Officer Function as the incident contact person in the for representatives from other agencies. VP Clinical Regulatory Compliance Administrator On-Call via Telephone until response to site Public Information Officer Serve as the conduit for information to internal and external stakeholders, including staff, visitors and families, and the news media, as approved by the Incident Commander. Public Relations POCR Medical/Technical Specialist(s): (assigned as needed) Biological/ Infectious Disease Advise the Incident Commander and/or Operations Section Chief, as assigned, on issues related to biological/infectious disease emergency response. Director of Infectious Diseases POCR Chemical Advise the Incident Commander or Operations Section Chief, as assigned, on issues related to specific chemical incidents and emergency response. In conjunction with the Medical Care Branch Director, and Hazmat Branch Director organize and prepare the Emergency Department to receive chemical exposure casualties in a manner consistent with hospital procedures and best practices to preserve the operational integrity of the Emergency Department and other areas in the hospital receiving patients. Haz-Mat Coordinator POCR Radiological Advise the Incident Commander or Operations Section Chief, as assigned, on issues related to specific radiological incidents and emergency response. In conjunction with the Medical Care Branch Director, organize and prepare the Emergency Department to receive radiation exposure casualties in a manner consistent with hospital procedures and best practices to preserve the operational integrity of the Emergency Department. Radiation Safety Officer POCR
This is a mandatory request (if the DEVICE contains Input or Feature reports) and shall be supported on both the HOST end and the DEVICE end. This request is primarily used for getting Feature Report from the DEVICE. This request is also useful at initialization time for absolute input items. It is NOT intended for polling the data from the device and the HOST shall leverage the input register for this functionality. The DEVICE shall ignore a GET_REPORT requests with the REPORT TYPE set to Output, as it is not used in this specification. HOST will utilize repeated start for this transaction. DEVICE may use I2C clock stretching per specification if critical. The protocol is optimized for Report <15. If a Report ID >= 15 is necessary, then the Report ID in the Low Byte must be set to ‘1111’ and a Third Byte is appended to the protocol. This Third Byte contains the entire/actual report ID. The value 1111 in the Low Byte’s Report ID is used as a sentinel value to indicate the need for the Report ID in the Third Byte. This mechanism optimizes the protocol for most reports (few devices need Report ID >=15) while still maintaining compatibility with other transports that allow Report IDs up to 255. The following is an illustration of the protocol between the HOST and the DEVICE for GET_REPORT, in situations where Report ID needs to be < 15. Figure : GET_REPORT Protocol Diagram (* Report ID < 15) The following is an illustration of the protocol between the HOST and the DEVICE for GET_REPORT, in situations where Report ID needs to be >= 15. Figure : GET_REPORT Protocol Diagram (*Report ID >= 15) SET_REPORT The SET_REPORT command is a specific request that the HOST may issue to the DEVICE at any time after initialization to set a singular report on the DEVICE. The DEVICE is responsible for accepting the value provided in the Data register and updating its state. A DEVICE must accept SET_REPORTS for all report types specified in the report descriptor.
Ref / No. Image / Clip (title / key content) Timestamp (eg 22.39 to 24.12 - from device) Duration (eg 1 min 34 secs – example on LH) Transition (eg Does it need cutting down, or fading in / out) Supporting Material? (Could this be complemented, eg by showing still images to illustrate what is being said)
Does my uniform fit? Am I appropriately dressed? Tell me ‘I can’ Who is the best person to be my ‘safe’ person (key worker)? Do I like and trust them? Build my sense of what I can do in the future Help me understand my emotions so I can start to learn to express them Ask me about my weekend, holiday, birthday, Christmas etc Be curious if I don’t come to school Please don’t let me slip in to the background just because I seem to be achieving my goals Watch where I fit in the class. I might need you to allocate a buddies to help me fit in Please make time in your busy day to talk to me Think about the impact it has on me when you highlighting my failures in front of the class Start every day in positive way - Meet and Greet with a smile One kind comment a day would be amazing Remember the wall I have put up is there for a reason. Help me to take it down. I know it’s hard but please help me The class could have a worry box so the whole class can talk about worries – if they out their name on it the teacher will help them Give me a weekly time to talk – I could help you with lesson preparation or tidying
An Advent Prayer of Confession and Healing As we witness to fear, in the news and in our streets, we make space for hope in our lives. With broken hearts, faltering steps, and a desire for healing, we make gestures of peace with each other. As we greet strangers, neighbours, and friends, we make a place for joy in the chaos of our concerns. Awaiting a future announced and promised by the Living God, we make room for love in our habits, hearts, and homes. Holy One, you make the crooked ways straight and mend the broken soul. On this day, as we offer simple gifts in the face of profound need, remind us how your grace grows in our giving and receiving. Inspire the rebirth of love—in our world and in our lives— as we dedicate ourselves to your justice and mercy. Amen. (Light the Advent candles according to your congregation’s tradition.) Passing the Peace (In some churches, the Peace is shared toward the beginning of worship to include children before they go to Sunday school. Here, it serves to reinforce the practice, just prayed for, of greeting “strangers, neighbours, and friends,” in the presence of the whole community.) The peace of Christ be with you all. And also with you. Refrain (VU 62 tune: IRBY) In the dark and cold of winter, light breaks in to calm our fears. With the world we long for the season when the Joy of God draws near. Help us sing the faithful story of the joy that is your glory. Words: Andy O’Neill Time with Children: Everyone Brings a Gift (Often in a regular worship service, the children leave for Sunday school well before the Offering. Moving the Offering forward for White Gift Sunday presents an opportunity for children to experience giving and receiving as an act of worship.) (After sharing the story of the origins of the White Gift tradition, the leader shares a version of the Nativity story, highlighting that everyone who came to the manger brought a gift. Verse 4 of
What had Darra kept from the car her father had stolen? a necklace Wren had received from her parents for her 8th birthday a little photo album containing pictures of Wren’s family a pink shoe from Wren’s doll a note from Wren’s parents Who was Kamara? Wren’s doll Wren’s best friend Darra’s doll Darra’s mom What did Wren notice when she heard her father’s voice on the TV? He spoke with a stutter that made him sound like her brother, Alex. His voice was hoarse, and he stopped several times to cough. He sounded exhausted, as if he hadn’t slept for days. He used the word “us”, which meant Mom could still be alive. Where did Darra and Wren meet up again ? at Six Flags At the grocery store
HiddenWord AP Computer Science Consider a guessing game in which a player tries to guess a hidden word. The hidden word contains only capital letters and has a length known to the player. A guess contains only capital letters and has the same length as the hidden word. After a guess is made, the player is given a hint that is based on a comparison between the hidden word and the guess. Each position in the hint contains a character that corresponds to the letter in the same position in the guess. The following rules determine the characters that appear in the hint. If the letter in the guess is … the corresponding character in the hint is also in the same position in the hidden word, the matching letter also in the hidden word, but in a different position, "+" not in the hidden word, "*" The HiddenWord class will be used to represent the hidden word in the game. The hidden word is passed to the constructor. The class contains a method, getHint, that takes a guess and produces a hint. For example, suppose the variable puzzle is declared as follows. HiddenWord puzzle = new HiddenWord("HARPS"); The following table shows several guesses and the hints that would be produced. Call to getHint String returned puzzle.getHint("AAAAA") "+A+++" puzzle.getHint("HELLO") "H****" puzzle.getHint("HEART") "H*++*" puzzle.getHint("HARMS") "HAR*S" puzzle.getHint("HARPS") "HARPS" Write the complete HiddenWord class, including any necessary instance variables, its constructor, and the method, getHint, described above. You may assume that the length of the guess is the same as the length of the hidden word. Use the tester on the next page to test the HiddenWord class.
Appendix 1: Computer Coding for Safeguarding Children The following table provides computer codes, both Read (EMIS and Vision) and CTv3 (System One) that practices may find helpful in recording safeguarding information. SOCIAL SERVICE CASE CONFERENCE Code – Read (CTV3) Where entry is made Freetext (information to be entered attached to the code) 3875 (3875.) Social services case conference every relevant child record 13Iv (XaOnx) Child subject to child protection plan every relevant child record note the category of abuse 13Iw (XaOtl) No longer subject of child protection plan every relevant child record 13Iy (XaPkF) Family member subject to child protection plan every child in the close family/household of the index case note the relationship to the index child and the category of abuse 13Iz (XaPkG) Family member no longer subject to child protection plan every child in the close family/household of the index case note the relationship to the index child 13ZT (XaKbR) At risk of physical abuse every relevant child record 13ZW (XaKbT) At risk of sexual abuse every relevant child record 13ZR (XaKbP) At risk of emotional abuse every relevant child record 13ZV (XaKbS) At risk of neglect every relevant child record 64c (Ub0ex%) Child protection procedure every relevant child record freetext nature of procedure 13W3 (13W3.) Child abuse in the family every relevant child record, including close family/household contacts of index case note the nature of the abuse and the relationship of the child to the index case
DOMESTIC CIRCUMSTANCES Code – Read (CTV3) Where entry is made Freetext (information to be entered attached to the code) ZU…00 (Ua0Hb%) Family details and housing composition every child record note who lives with the child, and any other significant contacts e.g. ‘absent’ father 13E (XE0oy%) Inadequate housing every relevant child record note what is inadequate about the accommodation 13VF (13VF.) At risk of violence in the home every relevant adult or child record note the nature of the DV, and the alleged victim and perpetrator 14X3 (XaJhe) History of domestic violence every adult who has perpetrated DV be wary of recording allegations, unless a subject of MARAC 13Hm Subject of Multi-agency Risk Assessment Conference 14X8 Victim of Domestic Violence 14XC Alleged Perpetrator of Domestic Violence PARENTAL ILLNESS/CAUSES FOR CONCERN Code – Read (CTV3) Where entry is made Freetext (information to be entered attached to the code) E….(E….%) mental disorders (virtually all codes in the hierarchy) every relevant child record note the nature of the mental illness 128Z (128..%) FH: mental disorder NOS every relevant child record note the nature of the mental illness, and the relationship to the child 1283 (1283.) FH: drug dependency every relevant child record note the relationship of the child to the individual with the drug misuse problem 1282 (XE0oB) FH: alcoholism every relevant child record note the relationship of the child to the individual with the alcohol problem 13Z4E (13Z4E) Learning difficulties every relevant record
What is the child’s knowledge of parental/carers drug/alcohol use and what has triggered the referral? Details of Parental/Carer Substance Use Who Substance being used Frequency/Quantity Is this person in treatment? Any other info RISK ASSESSMENT INFO: Any relevant knowledge regarding the young person (i.e behaviour, aggression) Any knowledge of family or significant other that could pose a risk Any knowledge of risks in relation to home visit (i.e visitors to home, pets, paraphernalia etc) details of other agencies/professionals involved of Name Agency Contact details Once complete please return to: E Mail: or if sending via secure e mail account, Post: YPDAS, John Tiernan House, 92 – 102 Ribble Road, Platt Bridge, Wigan, WN2 5EL Tel No. 01942 865591
Hidden Worldviews: Chp. 2, 3, 5, 7 and 8 Contemporary Culture and Worldview Chapter 2: Individualism Individualism Utilitarian individualism Expressive individualism Individualism and Christianity Understand the major tenants of individualism I am the primary reality of the universe My end justifies my means I am my only moral conscience Freedom and fulfillment are my right Performance defines our value Chapter 3: Consummation Consumerism Consumption Key convictional beliefs Chapter 5: Moral Relativism Moral Relativism Absolutism Atheism Epistemological Problems No one can be a relativist Chapter 7: The New Age Monism Pantheism Eastern monism Syncretistic approach to salvation Logos Gnosis Environmentalism Christians and New Age Chapter 8: Postmodern Tribalism Multiculturalism Cultural relativism Metanarrative Deconstructionism (140) From melting pot to multiculturalism or postmodern tribalism Power Modernity Potential problems with postmodern tribalism Salvation by therapy
A Critical Summary of David A. Karp’s Research “Hiding in Pornographic Bookstores: A Reconsideration of the Nature of Urban Anonymity” Sarah Hogfoss SOC 352: Qualitative Research Methods Dr. Lee Vigilant February 11, 2013 David A. Karp decided to study the concept of urban anonymity through frequenting pornographic bookstores and movie theatres, as well as observing the behavior between prostitutes and their clients (Karp, 427). The article, “Hiding in Pornographic Bookstores: A Reconsideration of the Nature of Urban Anonymity” only makes use of Karp’s study on pornographic bookstores, and neglects any conclusions drawn on the other portions of his study.
Early Years Standalone Price Up to 20 Standalone Price 20+ Inclusive Approaches in the Early Years: Supporting Overall Language Development (2 hours) £200 £200 Listening and Attention Skills (2 hours) £200 £200 Transitions from Home to Nursery/School and Nursery to School (2 hours) £200 £200 Using Visual Support - Transitions within the Nursery/School Day (2 hours) £200 £200 Using the Intensive Interaction Approach to Develop Overall Communication Skills (2 hours) £200 £200 Social and Developmental Aspects of Play including Adult- Child Interaction (2 hours) £200 £200 Personalising Learning (Observation and Supporting Children with Additional Educational Support Needs and SEND) (half-day) £325 £395 Movement Play (2 hours) £200 £200 Sensory Play (2 hours) £200 £200 Behaviour is Communication – Positive Approaches to Changing and Shaping Behaviour (2 hours) £200 £200
provision (Bradford District PRU & Bradford Central PRU) based on an agreed number of places. up paid by the commissioning local authority or school (BACs). Allocated in ‘real time’ during the year. Changes for starters and leavers. Bradford uses a Ranges Model (see appendix 4 – formulaic approach). PRUs – EHCP provision (Ellar Carr and Primary PRU) £10,000 per place based on an agreed number of places. Additional is allocated where occupancy exceeds with an end of year reconciliation. Agreed per-pupil top up paid by the commissioning local authority. Allocated in ‘real time’ during the year. Changes for starters and leavers. Bradford uses a Ranges Model (see appendix 4). n/a n/a Business Rates. New Services Delegation. Small Setting Protection. None. Hospital Education £18,465 per place based on an agreed number of places. No additional top-up is allocated. n/a n/a None. None. Tracks £10,000 per place based on an agreed number of places. A fixed amount of is allocated to ensure a fixed budget allocation. This is not adjusted during the year (for actual n/a n/a None. None. up
2. How does work get done? • What is the model of organizational functioning that we operate by? • What are the rules (policies and procedures) by which we operate, e.g., how often do we meet? • What will our basic meeting protocol be? • What is our decision process? • What is our goal setting and planning process? • What is our communication process? • What is our conflict resolution process? • What are our data collection and management processes? • What is our documentation processes? • What resources are required and how do we get them? • What is our work assignment process? • How do we insure that team member workload is equitable? • How do roles interact? • How much time will be required of the team in general, and for specific team roles, e.g., the team leader? 3. Who should be on the team? • What capabilities are required to meet our goal? • What stakeholders need representation? • What is the optimum number of members for goal attainment? • Will expertise external to the team be required? 4. What roles are required - both internal and external to the team? • What governance structure will maximized our chances for success? • How are roles defined and what are they? • What roles are required to make this team a “learning organization?” • What is the life span of each role? • What capabilities must be imbedded within each role? • How are roles assigned? • Will roles be rotated for skill development purposes?
5. A HPT workbook for all team members and key stakeholders is essential. 6. The team will go through the stages of group development, i.e., forming, storming, norming, and performing. 7. Don’t shortcut the team development process in terms of process, policy, and role development. 8. Even though there is an emphasis on process, this is still in the service of getting results and enhancing your school’s capacity - it’s not activity for it’s own sake. 9. Because being a member of a HPT is time consuming, find ways to help everyone take things off their plates. Keep in mind this is a cross-country flight, and not a short hop. Buckle your seat belt, as there will be turbulence along the way! However, don’t lose sight that there is a significant payoff by the time you land.