zilongwang/ReadingBank huggingface dataset:
Phase 2 Coaching + Development Tool Assessment and Data Student Feedback (TEI Alignment 2.2) Beginning Developing Practicing Achieving Students receive feedback from teachers in order to improve. Students receive specific feedback from teachers and occasionally peers in order to improve. Students receive timely and specific feedback from both teachers and peers in order to improve. Students receive timely, frequent, and specific feedback from both teachers and peers in order to improve. Observation Notes Instructional Rigor Differentiated Learning Objectives (TEI Alignment 1.5, 2.1, 2.2) Beginning Developing Practicing Achieving Learning objectives are never differentiated based on students' levels of mastery, i.e., all students address the same learning objective at the same time. Learning objectives are rarely differentiated based on students' levels of content mastery. Learning objectives are sometimes differentiated based on students' levels of content mastery. Learning objectives are regularly differentiated based on students' levels of content mastery. Observation Notes Student Agency Self- Direction (TEI Alignment 1.4, 2.1, 3.3) Beginning Developing Practicing Achieving Teacher sets students' academic goals and tracks progress against those goals. Teacher sets students' academic and non-academic goals, tracks progress against those goals, and students reflect on own strengths and areas for growth. Teacher and students co-set personal academic and goals, track progress against those goals, and reflect on strengths and areas for growth. Students become leaders as they set personal academic and non-academic goals with the teacher, track progress against those goals, and reflect on strengths and areas for growth. Observation Notes Classroom Culture
Peer Accountability (TEI Alignment 3.1, 3.2, 3.3) Beginning Developing Practicing Achieving Teacher directs improvements to work and behavior. Teacher holds students accountable to high standards and directs improvements to work and behavior. Teacher creates a learning environment where students are joyfully engaged in work, holding themselves accountable to high standards and initiating improvements to work and behavior. Students celebrate individual and collective successes, taking ownership of being joyfully engaged in their work and holding themselves and each other accountable to high standards and initiating improvements to work and behavior. Observation Notes Equity Diversity in Design (TEI Alignment 1.2, 1.5, 3.3) Beginning Developing Practicing Achieving Teacher does not adjust curriculum to reflect the cultural practices within the school community. Teacher regularly seeks opportunities to learn about the cultural practices within the school community and aligns curriculum units to those practices. Teacher designs culturally relevant lessons that are embedded in the day to day teaching, rather than taught in isolated units. Teacher designs learning experiences that incorporate the experiences and strengths each student brings and promote positive self-images and high academic expectations for all learners. Observation Notes Praise Wondering Polish Personalized Learning Department
REFERENCES Farid, S. (2015). Target Costing Approach To Pricing. Retrieved from , Accounting4Management.com: www.accounting4management.com>Costing Leahy, T. (1998, January 1). The Target Costing Bullseye, Part One of a Series/ BPM. Retrieved from www.businessfinancemag.com./bpm/target-costing-bullseye-part-one-series N.A. (2015). Target Costing. Retrieved from AccountingTools.com: www.accountingtools.com/target-costing
17 OGAWA Jo Africa Department Assistant Director Japan 18 NAGAI Shinsuke Southeast Asia and Pacific Department Advisor Japan 19 FUJITA Yasuo Credit Risk Analysis and Environmental Review Dept. Director General Japan 20 MIYAZAKI Katsura Credit Risk Analysis and Environmental Review Dept. Deputy Director General Japan 21 YAMAGUCHI Michino Credit Risk Analysis and Environmental Review Dept. Senior Advisor to Director General Japan 22 WATANABE Jun Credit Risk Analysis and Environmental Review Dept. Director Japan 23 MURASE Noriaki Credit Risk Analysis and Environmental Review Dept. Director Japan 24 SHINODA Takanobu Credit Risk Analysis and Environmental Review Dept. Deputy Director Japan 25 KOGA Ai Credit Risk Analysis and Environmental Review Dept. Senior Safeguard Officer Japan 26 HABU Masahiro Credit Risk Analysis and Environmental Review Dept. Senior Safeguard Officer Japan 27 IMANAKA Yukiko Credit Risk Analysis and Environmental Review Dept. Senior Safeguard Officer Japan
Phase 4 Coaching + Development Tool Assessment and Data Choice in Assessment (TEI Alignment 1.4, 1.5) Beginning Developing Practicing Achieving Students have one way and one opportunity to demonstrate mastery. Students have one way and multiple opportunities to demonstrate mastery. Students sometimes have multiple opportunities and ways to demonstrate mastery. Students regularly have multiple opportunities to demonstrate mastery and choice in the way they submit. Observation Notes Instructional Rigor Mastery Based Progression (TEI Alignment 1.4, 1.5) Beginning Developing Practicing Achieving Students advance in lock-step with their peers with little or no opportunity for remediation or extension if necessary. Students advance in lock-step with their peers but have regular opportunities for remediation and extension if necessary. Students have regular opportunities for remediation when necessary and advance upon demonstration of mastery. Students advance upon demonstration of the highest level of mastery. Observation Notes Student Agency Advocacy Beyond Self (TEI Alignment 1.4, 2.2) Beginning Developing Practicing Achieving Students rely on the teacher to advocate for their needs, interests, and aspirations. Students advocate for their own needs, interests, and aspirations when prompted by the teacher. Students advocate for their own needs, interests, aspirations, and overall classroom community without prompting from the teacher. Students advocate for academic and non-academic needs, interests, and aspirations for themselves and the world. Observation Notes
Classroom Culture Sense of Purpose (TEI Alignment 3.3) Beginning Developing Practicing Achieving Students may have positive, respectful relationships with peers but do not feel a sense of belonging to or ownership of the larger learning community. Students believe they belong in the learning community. Students believe they belong in the learning community and actively contribute to nurturing a sense of belonging among their peers. Students’ sense of belonging allows them to explore and define their purpose with support from the community of learners. Observation Notes Equity Access to Materials (TEI Alignment 3.1) Beginning Developing Practicing Achieving Students rely on teacher to access most materials, or do not seek out materials unless instructed to do so by teacher directly. Students are sometimes able to access course materials based on their needs. Students are able to access all course materials, at all times, regardless of student group. Students are supported in developing their own mechanisms for accessing resources, in designing physical spaces that meet their learning needs, and in identifying or creating routines or practices. which empower them both inside and outside of school. Observation Notes Praise Wondering Polish Personalized Learning
Lubber, M. S. (2010, April 26). Tying Compensation to CSR Performance. Retrieved from www.greenbiz.com/blog/2010/04/26/tying-compensation-to-csr-performance Micaheal O. Church, M. J. (2011, February 6). What are some well-known pitfalls in tying compensation to performance? Retrieved from www.quora.com>....>Behavior>Human Behavior Michael F. Brown, A. J. (2002, October 10). The Ethical Foundation of Performance Measurement and Management. Retrieved from www.jasonstilwell.com/articles/The_Ethical_Foundation_of_Performance. pdf Miller, S. (2011, September 14). Study: Pay for Performance Pays Off. Retrieved from www.shrm.org>SHRM>HR Topics & Strategy>Compensation Miller-Merrell, J. (2015). Well Known Pitfalls of Tying Compensation to Performance. Retrieved from www.blog.eskills.com/pitfalls-tying-compensation-performance
Clinical Benchmarking Acute Care Module Worksheet: Centor Criteria for Acute Pharyngitis Chart # Date of visit Did the pt report a cough? No = 1 Yes = 0 Does the pt have a fever (reported or measured temp >100F) No = 0 Yes = 1 Is there exudate present? No = 0 Yes = 1 Are the cervical lymph nodes tender? No = 0 Yes = 1 Centor Score: 0-4 If score 0 or 1, number this chart for inclusion (1-25) Was any strep test ordered? (rapid strep or throat culture) Were abx prescribed?
Chart # Date of visit Did the pt report a cough? No = 1 Yes = 0 Does the pt have a fever (reported or measured temp >100F) No = 0 Yes = 1 Is there exudate present? No = 0 Yes = 1 Are the cervical lymph nodes tender? No = 0 Yes = 1 Centor Score: 0-4 If score 0 or 1, number this chart for inclusion (1-25) Was any strep test ordered? (rapid strep or throat culture) Were abx prescribed?
Chart # Date of visit Did the pt report a cough? No = 1 Yes = 0 Does the pt have a fever (reported or measured temp >100F) No = 0 Yes = 1 Is there exudate present? No = 0 Yes = 1 Are the cervical lymph nodes tender? No = 0 Yes = 1 Centor Score: 0-4 If score 0 or 1, number this chart for inclusion (1-25) Was any strep test ordered? (rapid strep or throat culture) Were abx prescribed?
Chart # Date of visit Did the pt report a cough? No = 1 Yes = 0 Does the pt have a fever (reported or measured temp >100F) No = 0 Yes = 1 Is there exudate present? No = 0 Yes = 1 Are the cervical lymph nodes tender? No = 0 Yes = 1 Centor Score: 0-4 If score 0 or 1, number this chart for inclusion (1-25) Was any strep test ordered? (rapid strep or throat culture) Were abx prescribed?
Chart # Date of visit Did the pt report a cough? No = 1 Yes = 0 Does the pt have a fever (reported or measured temp >100F) No = 0 Yes = 1 Is there exudate present? No = 0 Yes = 1 Are the cervical lymph nodes tender? No = 0 Yes = 1 Centor Score: 0-4 If score 0 or 1, number this chart for inclusion (1-25) Was any strep test ordered? (rapid strep or throat culture) Were abx prescribed?
References [All cited references should be listed below in the appropriate format. Use the following example formats as necessary.] [Book Format: Author's last name, first name. Book title. Additional information. City of publication: Publishing company, publication date. Boorstin, Daniel J. The Creators: A History of the Heroes of the Imagination. New York: Random, 1992. Encyclopedia & Dictionary Format: Author's last name, first name. "Title of Article." Title of Encyclopedia. Date. Pettingill, Olin Sewall, Jr. "Falcon and Falconry." World Book Encyclopedia. 1980. Magazine & Newspaper Articles Format: Author's last name, first name. "Article title." Periodical title Volume # Date: inclusive pages. Kalette, Denise. "California Town Counts Down to Big Quake." USA Today 9 21 July 1986: sec. A: 1. Website or Webpage Format: Author's last name, first name (if available). "Title of work within a project or database." Title of site, project, or database. Editor (if available). Electronic publication information (Date of publication or of the latest update, and name of any sponsoring institution or organization). Date of access and <full URL>. Dove, Rita. "Lady Freedom among Us." The Electronic Text Center. Ed. David Seaman. 1998. Alderman Lib., U of Virginia. 19 June 1998 <http://etext.lib.virginia.edu/subjects/afam.html>] Appendix A: Key Terms [Define any key terms and acronyms used in the report. There is no page limit for Appendix A.] Appendix B: Supplemental Data [Raw data and detailed computations used in the report development. Other referenced reports shall be included in the References section. Company promotional materials and other similar unrelated information shall not be included. There is no page limit for Appendix B.]
CUSTOMER SUPPORT NEEDS Drug / Alcohol – Current Needs/Use Drug / Alcohol History – Previous Needs/Use Physical Health Needs - Details Mental Health - Professionally diagnosed Mental Health - Self diagnosed Medication – Details and associated risks Other Agencies involved in your care : Details: (E.g. CPN / Probation / CMHT / CAN / Other …) Dr / Dentist address (all residents are to be encouraged to register with both as a priority) Dr Dentist Next of kin Name: Tel No: Address Relationship:
Test and label everything Ladder Electrical Slips and falls Cuts/scrapes Proper ladder usage, three points of contact, correct ladder type, ladder to be used and inspected daily before use as per manufacturers instructions. Panel to be LOTO'ed. All employees to verify zero energy Clean, neat work area plan out lifting/moving of items Employees to wear gloves when handling materials I have attended the safety orientation tool box meeting where we discussed the phases of the job and any potential hazards, housekeeping, and keeping the BNL populace out of harm’s way. We also reviewed the PHA & BNL Work Permit. I have read and understand the aforementioned PHA recommended job safe procedures and the BNL Work Permit and will follow them throughout this job: Name Life Number Date A signed copy of the PH A must be posted while the applicable subcontractor is working on-site and be available to a n y B N L employee upon request.
Area Preparation Employee Protection Slips, trips, falls, uneven surfaces Physically inspect work areas prior to start of work Follow good housekeeping practices: create walkways Assure materials & debris do not block traffic Keep work areas clean & neat, free from rubbish & debris Watch where you walk. Be cognizant of your own safe work practices as well as those of your co-workers Be careful on slopes or wet/muddy areas Flagmen will be utilized as required for roadway traffic Appropriate warning signs will be posted BNL to be notified prior to road & sidewalk closing General Site Security Unauthorized access by BNL populous Guard against unauthorized access to excavation by erecting fencing around the work area. Protect BNL Populous Working outdoors Heat Stress, Sunburn, Dehydration, Chiggers & Ticks Drink plenty of water, and electrolyte drinks as needed. Wear light-colored, cotton clothing. Slow down work rate and increase breaks in hot weather. Use sunscreen. Use Bug Repellant General Material Lifting/Handling Ergonomic Injury Impact Injury Back pulls, sprains & strains, lacerations Use proper lifting methods, including team lifting when necessary. (Less Than 80 lbs) Use mechanical equipment whenever possible. Lift with legs, keep loads close to body, don’t twist while picking up loads. Wear cut-resistant work gloves whenever materials are being handled.
Culturally Competent Teaching Classrooms are becoming increasingly diverse and require faculty who possess competencies for teaching all students. A wide variety of teaching strategies and culturally sensitive curriculum are necessary, but even more important are instructors who are responsive to the unique needs and differences of each student. Come and explore 5 competencies that will help move us in the direction of becoming even better at culturally competent teaching. Your Stay in London: Accommodations, Parking, and Other Services Accommodations Fanshawe College Residence is primarily made up of four-bedroom suites. Each suite contains four private bedrooms with two shared bathrooms (shower only-no tub), a kitchenette with a microwave and a full sized fridge, and a small living room with a TV. You will have your own private bedroom but will share the suite with three others. Upgrade options are available during the online registration process at your own cost. For more information, see the. Soap, basic towels, and linens are provided. Bring your own: toiletries and hair-dryer clocks or radios. Wake up calls are offered if needed by calling down to the front desk. If you would like an alarm clock or music, please bring your own cups, glasses, dishes, cutlery, or utensils if you want to make use of the facilities in your room travel mug and/or water bottle (reusable). Bottled water will not be supplied. Starbucks cups will be provided. No open alcohol is permitted in hallways, stairwells and lounges. All alcohol must be consumed from a cup or a can. Bottles and kegs are NOT permitted. Residence 24hr emergency telephone is: 519-452-4400 Checking In/Out Check In time for residence is 5:00 p.m. on the date of your arrival. Baggage may be stored behind the front desk with Fanshawe College Conference Services Bag-Tag Service.
Curriculum Consultant, Conestoga Tania Fera-Vangent Communications, Niagara Kathryn Hansen Developmental Social Work, St. Clair Linda Jenken Fashion Merchandising, Fanshawe Lisa Koster Business Administration, Conestoga Kamala Kruse Chemical, Environmental & Biotechnology, Mohawk Nancy Nelson Engineering, Conestoga Chris Psutka Sport Management, Niagara Kerri Simich Business, Niagara Richard Teskey Child & Youth Care, Lambton Janice Warren Advertising and Marketing Communications, Mohawk Kim Wilmink Travel & Tourism, Fanshawe
e. Evaluate feet or legs. However, if patient has been bedridden for extended periods of time, this may increase chances of phlebitis. A doctor’s written permission must be obtained to draw from ankles or feet. f. Extended IV therapy may cause veins to be damaged or occluded. 11. Damaged, Sclerosed or Occluded veins a. Sclerosed or hardened veins due to inflammation or disease. b. Occluded veins are blocked due to extended IV therapy, chemotherapy or disease. c. Patients whose veins have been repeatedly punctured often become scarred and feel hard when palpated. d. Blood is not drawn easily; best to avoid these sites. 12. Collapsed Veins a. Usually caused by excessive pressure when collecting blood sample. 1) May be caused by pulling syringe plunger back too quick or too hard. Pull plunger using gentle pressure. 2) Using vacuum collection device on small veins. Use tubes with smaller volume (pedi tubes) and a smaller needle (butterfly needle). b. Carefully evaluate the patient’s veins before venipuncture and select the appropriate equipment for the vein selected. B. Physical Disposition 1. The basal state refers to the patient’s physical condition in the early morning hours approximately 12 hours after the last meal. Many factors can affect the basal state. a. Results of lab tests are more reliable because normal or reference values are most often determined from specimens collected during this time. b. It is recommended that specimens collected for determination of concentrations of the following analytes be collected during this time: 1) Glucose 2) Cholesterol 3) Triglycerides
INFORMATION: Last Name: Given Name(s): School of Nursing: Nursing Program: RN RPN Nursing Program start date (m/d/y): Expected program completion date (m/d/y): As of April 1, 2016 I will have completed term of my Nursing Program. Are you currently employed as an Employed Student Nurse with another Health Authority? Yes Health Authority: No Availability: Successful candidates will partake in week long Nursing orientation prior to starting ESN shifts: 2016 Nursing Orientation dates are: April 12 – 15 May 3 – 6 June 7 – 10 July 5 – 8 August 9 – 12 Please advise Which Month (April 2016 or after) you will be AVAILABLE to start: Please provide the following information on your previous clinical placements: Facility (i.e. ’s Hospital, MSJ, , etc.) Unit Description (i.e. medicine, surgery, psychiatry, etc) Dates & SchoolTerm (m/d/y) Length of Placement (approximate number of hours) Briefly describe your future career goals:
Training Feedback Evaluation SESSION FACULTY AVERAGE OVERVIEW OF NATIONAL QA PROGRAM & MEASUREMENT SYSTEM Dr. Parminder Gautam 4.05 STANDARD FOR SERVICE PROVISION, PATIENT RIGHTS AND INPUTS Dr. Sushant Aggarwal 3.53 CASE STUDY - LABOUR ROOM Ms. Vinny Arora 3.58 STANDARDS FOR CLINICAL SERVICES Dr. Parminder Gautam 3.93 STANDARD FOR SUPPORT SERVICE, QUALITY MANAGEMENT & OUTCOME Ms. Vinny Arora 3.60 GROUP ACTIVITY FOR IDENTIFYING STANDARDS Ms. Vinny Arora 3.83 IMPROVEMENT CYCLE -1 (QUALITY TEAM, BASE LINE ASSESSMENT & GAP ANALYSIS) Dr. Sushant Aggarwal 3.65 IMPROVEMENT CYCLE - 2 (PRIORITIZATION & ACTION PLANNING) Dr. Parminder Gautam 4.28 IMPROVEMENT CYCLE - 3 (PERIODIC REVIEWS CLINICAL & PRESCRIPTION AUDIT ) (Printing Error, Not captured) Dr. Parminder Gautam 0.00 MEASURING & IMPROVING PATIENT SATISFACTION & PHC PERFORMANCE (Printing Error, Not captured) Ms. Vinny Arora 0.00 INFECTION CONTROL & PATIENT SAFETY (Printing Error, Not Captured) Ms. Vinny Arora 0.00 AVERAGE 3.80
PUBLIC HEALTH COUNCIL MASSACHUSETTS DEPARTMENT OF PUBLIC HEALTH Henry I. Bowditch Public Health Council Room, 2nd Floor 250 Washington Street, Boston MA Docket: Wednesday, December 16, 2015 9:00 AM ROUTINE ITEMS: Introductions Updates from Commissioner Monica Bharel, MD Record of the Public Health Council Meeting November 18, 2015 (Vote) DETERMINATION OF NEED a. Shields Signature Imaging, LLC (“Shields Signature” or “Applicant”) has filed a Determination of Need (“DoN”) for a mobile Positron Emission Tomography-Computed Tomography (“PET-CT”) service one day per week. No. 5- 4958 (Vote) b. Shields Sturdy PET-CT, LLC (“Shields Sturdy” or “Applicant”) has filed a Determination of Need (“DoN”) for a mobile Positron Emission Tomography-Computed Tomography (“PET-CT”) service one day per week. No. 5- 4959 (Vote) c. The Massachusetts General Hospital (“MGH” or “Hospital”) MGH has filed a Determination of Need (“DoN”) application seeking approval of a three-phased renovation project of existing space to reconfigure the design and upgrade the infrastructure of the Hospital’s existing perioperative services. No. 4-3C45 (Vote) 3. FINAL REGULATIONS a. Final Promulgation on Proposed Amendments to 105 CMR 153.000 (Licensure Procedure and Suitability Requirements for Long-Term Care Facilities), to Establish a Hearing Process for Closures and Changes of Ownership of Long Term Care Facilities (Vote) 4. PRESENTATIONS a. Update on the Prevention and Wellness Trust The Commissioner and the Public Health Council are defined by law as constituting the Department of Public Health. The Council has one regular meeting per month. These meetings are open to public attendance except when
Shaheen Miraj Yousaf Muhammad LHV BPS 09 PHC Tech: B 12 Sr. PHC Tech: BS-14 24.03.1981 29.04.2010 24.07.2013 DHO Swabi Swabi 15.04.1962 14.04.2022 Upgraded to BS-16 vide Notification No. dated 11-8-15 Ulfat Begum Muhibullah Khan LHV BPS 09 PHC Tech: B 12 Sr. PHC Tech: BS-14 30.03.1981 29.04.2010 24.07.2013 DHO Peshawar Peshawar 04.02.1962 03.02.2022 Upgraded to BS-16 vide Notification No. dated 11-8-15 Musharaf Begum Raziq Shah LHV BPS 09 PHC Tech: B 12Sr. PHC Tech: BS-14 30.03.1981 29.04.2010 24.07.2013 DHO Mardan Mardan 04.04.1963 03.04.2023 Upgraded to BS-16 vide Notification No. dated 11-8-15 Fakhra Jabeen Amir Shah LHV BPS 09 Sr. PHC Tech: BS-14 17.03.1981 24.07.2013 DHO Peshawar Peshawar 17.02.1962 16.02.2022 Upgraded to BS-16 vide Notification No. dated 11-8-15 Islam Bibi Muhammad Akram LHV BPS 09 Sr. PHC Tech: BS-14 19.03.1981 24.07.2013 HMC Peshawar Peshawar 27.03.1962 26.03.2022 Upgraded to BS-16 vide Notification No. dated 11-8-15 Shamim Akhtar Ghulam Yasin LHV BPS 09 Sr. PHC Tech: BS-14 21.03.1981 24.07.2013 DHO DI Khan DI Khan 01.05/1960 31.04.2020 Upgraded to BS-16 vide Notification No. dated
Begum Sr. PHC Tech: BS-14 24.07.2013 Charsadda BS-16 vide Notification No. dated 11-8-15 Sabaz Pari Sabaz Pari LHV BPS 09 Sr. PHC Tech: BS-14 13.03.1982 24.07.2013 DHO Shangla Charsadda 15.04.1963 14.04.2023 Upgraded to BS-16 vide Notification No. dated 11-8-15 Gulnar Bano Azizur Rehman LHV BPS 09 Sr. PHC Tech: BS-14 15.03.1982 24.07.2013 DHO Shangla Mansehra 09.11.1961 08.11.2021 Upgraded to BS-16 vide Notification No. dated 11-8-15 Bibi Fatima Muhammad Shafi LHV BPS 09 Sr. PHC Tech: BS-14 16.03.1982 24.07.2013 DHO Buner Mardan 11.12.1959 10.12.2019 Upgraded to BS-16 vide Notification No. dated 11-8-15 Bibi Rifat Afsar Ali Shah LHV BPS 09 Sr. PHC Tech: BS-14 16.03.1982 24.07.2013 DHO Buner Mansehra 10.05.1962 09.05.2022 Upgraded to BS-16 vide Notification No. dated 11-8-15 Farzana Jabeen Sabir LHV BPS 09 Sr. PHC Tech: BS-14 16.03.1982 24.07.2013 DHO Malakand Mansehra 21.12.1963 20.12.2023 Upgraded to BS-16 vide Notification No. dated 11-8-15 Anisa Parveen Muhammad Shafi LHV BPS 09 Sr. PHC Tech: BS-14 16.03.1982 24.07.2013 DHO Kohat Mardan 06.03.1963 05.03.2023 Upgraded to BS-16 vide Notification No.
dated 11-8-15 Qamar-un-Nisa Khuda Bakhsh LHV BPS 09 Sr. PHC Tech: BS-14 16.03.1982 24.07.2013 DHO Tank Tank 02.03.1961 01.03.2021 Upgraded to BS-16 vide Notification No. dated 11-8-15 Saeeda Parveen Muhammad Alam LHV BPS 09 Sr. PHC Tech: BS-14 17.03.1982 24.07.2013 DHO Hangu Abbottabad 05.03.1959 02.03.2019 Upgraded to BS-16 vide Notification No. dated 11-8-15 Hassan Bibi Muhammad Aslam LHV BPS 09 Sr. PHC Tech: BS-14 17.03.1982 24.07.2013 DHO Hangu Haripur 04.02.1961 03.02.2021 Upgraded to BS-16 vide Notification No. dated 11-8-15 Rukhsana Sadiq Abdul Sadiq LHV BPS 09 Sr. PHC Tech: BS-14 17.03.1982 24.07.2013 DHO Hangu Abbottabad 01.04.1961 31.03.2021 Upgraded to BS-16 vide Notification No. dated 11-8-15 Director General Health Services, Khyber Pakhtunkhwa, Peshawar.
PRESENTATION EVALUATION FORM Presenter: Date: PRESENTATION STYLE Unacceptable Needs Work Average Very Good Excellent Overall effectiveness of delivery (Well-practiced, engaging, etc) 1 2 3 4 5 Presenter spoke clearly with correct speed, cadence, and volume 1 2 3 4 5 Presentation fit within time Allotted (13-15 min) 1 2 3 4 5 Professionalism of presentation and Presenter’s demeanor 1 2 3 4 5 Comments AUDIO/VISUAL Unacceptable Needs Work Average Very Good Excellent Appropriate use of slides (number of slides, time on each slide,etc.) 1 2 3 4 5 Quality of text slides (legible, enhance verbal portion, etc) 1 2 3 4 5 Quality of graphs, tables, images 1 2 3 4 5 Comments CONTENT Unacceptable Needs Work Average Very Good Excellent Presentation was well organized and easy to follow 1 2 3 4 5 Clarity and progression of ideas 1 2 3 4 5 Appropriate integration of scientific data/background 1 2 3 4 5 If applicable: Hypotheses were clearly stated 1 2 3 4 5 Study design and setting were clearly stated and accurate 1 2 3 4 5 Depth of explanation / educational content was appropriate 1 2 3 4 5 Explanation of statistical design was appropriate 1 2 3 4 5 Overall educational value 1 2 3 4 5 Comments
knee or longer. The legging rule will apply as necessary for skirt length. No undergarments should be visible. Dresses should not be low-cut or have plunging necklines, or expose the waist. Violators will receive a shawl to wear for the evening and have possible additional consequences. Modesty is to be the basic principle in consideration of dressy wear. Dress Code for the high school banquet: Because of the unique formal wear available for girls, the following guidelines are set: Slits in the dress will be no higher than the skirt/short length rule for normal wear. No bare midriffs in the front. The top half of the back may be exposed, but not the bottom half. Strapless and narrow straps are permitted. The dress top must be modest and show no cleavage when standing or sitting. Photos of student wearing the dress may be brought to the school in advance to assure compliance. Non-PHCA dates must abide by this same dress code. Please communicate these standards clearly to your outside date to avoid an embarrassing situation for them. Plaza Heights Christian Academy reserves the right to advise and discipline any student about personal appearance that may be considered distracting or deemed inappropriate by the school administration. Medical Guidelines Immunizations Every student is required to have his/her immunization record on file in the school office. All standard immunizations must be current as specified by the Missouri Department of Health, or have proof of being in the process of completing them. Proof of immunization consists of a statement, certificate or record from a physician or other recognized health facility or personnel. The statement must include the type of vaccine given and the month, day and year of administration. Failure of the parent to complete the child’s immunization requirements will result in the child being removed from school. Medication All medications should be given at home before or after school if at all possible. The first dose of any medication should be administered at home by a parent or guardian to ensure
With reference to the defined project objectives, please outline (in 1 page) your areas of expertise and methodological approach. 5. Fit to Plant Health Centre goals and objectives With reference to the aim and objectives of the PHC (see annex to this form), please outline in no more than half a page how you see your proposed approach contributing to one of more of the 6 key objectives of the Centre. 5. Project Participants. Please identify the names of any institutions and associated named staff members who would be directly involved in the delivery of the project. 6. Project Risks. Please identify any risks to the delivery of the project and how these will be managed. 7. Relevant publications and projects. Supporting your response to (4), please summarise evidence (e.g. recent relevant publications or projects which you and your project partners have undertaken) which would help to demonstrate your capacity to deliver the proposed project. SECTION FOUR - COSTS 8. Costs. The project should be costed for its lifetime, including assumptions for any salary or other inflation increases. A note of the assumptions used must be provided with the tender. Costs should allow for regular meetings with the Principal Investigator nominated by PHC and with a project Steering Group where this has been specified in the Invitation to Tender. Costs should be in financial years (1 April to 31 March) and must show the following details: Staff Costs
Indirect costs Total Overhead Any in-kind costs Staff costs Other costs Total Please provide a short description of other costs: Summary Direct staff costs Direct non staff costs Indirect costs (overheads) Total Total including any in-kind costs Collaborator requested costs Costs for: enter organisation name Start Date End Date Direct staff time and costs 2018/19 2019/20 Staff Name Grade Daily Rate No. of Days Total Daily Rate No. of Days Total Total Direct non-staff costs Consumables Travel & Subsistence Equipment Field and Glasshouse Knowledge exchange Other costs Total Please provide a short description of other costs: Indirect costs
B2-M – Beta 2-microglobulin BUN – Blood urea nitrogen CBC – Complete Blood Count CdB – Blood Cadmium CdU – Urinary Cadmium CEMR – Civilian Employee Medical Records CMSP – Cadmium Medical Surveillance Program CNS – Central Nervous System Cr – Serum creatinine DA – Department of the Army IH – Industrial Hygiene NIOSH – National Institute for Occupational Safety and Health NPRC – National Personnel Records Center OHC – Occupational Health Clinic OHP – Occupational Healthcare Provider OIC – Officer in Charge OSHA – Occupational Safety and Health Administration PEL – Permissible Exposure Limit PFT – Pulmonary Function Test PPE – Personal Protective Equipment PPM – Parts per Million TWA – Time Weighted Average WBC – White Blood Cell Count 5. PROCEDURE Determination of Need for a Cadmium Medical Surveillance Program (CMSP)
Appendix B: Example WAG Medical Surveillance Questionnaire Overprint HEALTH RECORD CHRONOLOGICAL RECORD OF MEDICAL CARE DATE WAG Medical Surveillance Questionnaire PATIENT’S IDENTIFICATION (Use this space for Mechanical Imprint) RECORDS MAINTAINED AT: PATIENT’S NAME (Last, First, Middle Initial) SEX RELATIONSHIP TO SPONSOR STATUS RANK/GRADE SPONSOR’S NAME ORGANIZATION CHRONOLOGICAL RECORD OF MEDICAL CARE STANDARD FORM 600 (REV. 5-84) Prescribed by GSA and ICMR FIRMR (41 CFR) 201-45.505
Semester 2 Research Theme Specific Course (10 Credits) Coordinator- Supervisor Course Code Course Title Nature Credits Examination Procedure Max Marks FAAT 03 Preparation and presentation of the research plan proposal Compulsory 2 Evaluation by RPC and DRC Nil FAAT 04 Standardization of methods and techniques relevant to the research topic Compulsory 4 Practical/Viva Voce (Examiner- Supervisor of the student) 100 FAAT 05 Essential techniques of Experimental toxicology. Detailed study of the different analytical studies used in toxicology. Detailed study of the method and implication of Animal experimentation in toxicology. Detailed study of the method of Toxico genomic studies. Elective* 4 Theory (Examiner- Supervisor of student) 100 FAAT 06 Developing tools and techniques to assess various parameters related to Doosivisha/ Gara visha /Viruddhahara with reference to current scenario. Developing a detailed questioner for the assessment of factors constituting Doosivisha/ Gara visha /Viruddhahara with reference to current scenario. Implementation of the questioner prepared in a minimum of 100 subjects. Elective* 4 Theory (Examiner- Supervisor of student) 100 FAAT 07 Essentials of Medical ethics, laws related to medical practice, medical jurisprudence. A detailed study of medical ethics. Study of all the laws related to the medical practice along with the latest amendments. A detailed study of the IPC or Crpc and the punishments availed under the same related with medical practice. Elective* 4 Theory (Examiner- Supervisor of student) 100
P7 TS 7 ΔG‡= 100.72 kJ/mol ΔG°= 65.25 kJ/mol P8 As shown in Table 9.18 the cyclization of the intermediate (P7) then takes place to form the intermediate dibenzofuran-10-carboxaldehyde (P8). Table 9.19 The elimination of the formyl radical from (P8) to form dibenzofuran (P9)
P8 TS 8 ΔG‡= 10.02 kJ/mol ΔG°= –42.31 kJ/mol P9 Finally, as depicted in Table 9.19 a formyl radical is eliminated from intermediate dibenzofuran-10-carboxaldehyde (P8) to form the end product dibenzofuran (P9). 5. Conclusion The calculated reaction pathway from the phenylperoxy radical (B1) to the furan (B9) presented in this chapter is comparable with the pathway proposed by Merle and Hadad. This reaction pathway is supported by experimental results (cited by Merle and Hadad) where the 2-oxepinoxy radical (B4) was detected using GC-MS. Merle and Hadad had examined a large number of possible formation pathways from the 2-oxepinoxy radical
all members of the Doctoral Committee are present. The defense must be scheduled for the regular academic year, when faculty members are in residence. 15.4 Students meet with their Doctoral Committee for a two-hour oral defense of their prospectus, at which time students receive guidance on how best to proceed with their dissertations. A prospectus must be approved by a majority vote before students are permitted to proceed with writing the dissertation. 15.5 If the Doctoral Committee judges that the student does not yet have a viable plan for a dissertation, and the committee members wish to see a revised prospectus before permitting the student to proceed, the prospectus may be revised and the prospectus defense process repeated. 16.0 Doctoral Dissertation and Preparation for Graduation. 16.1 The Doctoral Dissertation is a work of original scholarship that demonstrates firm knowledge of, and makes important contributions to, a chosen field of study. It is generally about 200 pages long (double spaced). Students should consult the departmental 16.2 According to Graduate College regulations (Manual XII.O), once students have passed the Comprehensive Examination, they have a maximum of five years to complete the research, writing, and defense of the dissertation. If, after consultation with the advisor, it is clear that this deadline cannot be met, students may write to their advisor requesting an extension. If the advisor approves the request, he or she transmits the request to the Director of Graduate Studies, who presents it to the graduate faculty of Religious Studies with his or her recommendation. If the faculty
Duties: instrument development, interviewing, transcribing, data coding and qualitative analysis. Arizona State University 12/15-5/17 Directed by Dr. Cassia Spohn, conducting survey research on sexual assault, rape myths and gender attitudes. Duties: instrument development and administration, data coding, entry, and quantitative analysis. Arizona State University Graduate Research Assistant: 5/17-8/17 Work for the Center for Violence Prevention and Community Safety, assisting in an evaluation of police conduct and racial profiling in traffic stops. Duties: data management, report writing. Arizona State University 8/16-5/17 Assistant to Professor Michael Scott, conducting primary and secondary source research about theft on and around Arizona State University. Duties: survey administration, data entry, cleaning, and analysis. Arizona State University Undergraduate Research Assistant: 2010-2011 Volunteer Assistant to Dr. Valerie Gruber, conducting primary source research for an impact evaluation of addiction treatment programs. Psychiatric Ward, University of California, San Francisco Peer-Reviewed Publications Manuscripts in Progress Coble, S. and Spohn, C. “Finding Genuine Victims: The Persistence of Rape Myths in Police and Prosecutors’ Sexual Assault Case Processing.” Modeling the effects of victim character, risk-taking behavior, and “real rape” characteristics on police and prosecutors case process decisions in penetrative and non-penetrative cases. Coble, S. “Perceptions of Common Rape: How College Students Assess Victim and Perpetrator Blame in Male and Female Rape Scenarios that match their Experiences.” A factorial survey investigation into the effects of victim resistance and relationship on perceptions of in typical rape scenarios. Coble, S. “Who Is to Blame? Examining the Effects of Victim Gender and Rape Myth Acceptance on Male and Female Rape Perceptions.” A factorial survey investigation into the effect of victim gender on rape perceptions. Coble, S. “The Effect of Jury Membership on Blame Attributions in Male and Female Rape.” A factorial survey investigation into the effect of jury membership and participant
 Tara Essock-Burns completed a Teaching Triangle with Yasmin J. von Dassow and Kenedy Wilson as part of the Certificate in College Teaching this fall. Tara taught in Dan Richoff’s Sensory Physiology and Behavior of Marine Animals class, observed other students’ teaching and offered constructive feedback.  Heather Heenehan wrote a blog for the Huffington Post’s “Girls in Stem” initiative.  Heather Heenehan and Alyse Larkin have been communicating with students around the world about their research through Skype in the Classroom.  Sara McDonald gave lectures for the undergraduate and graduate courses: Environmental Policy, Ocean and Coastal Law and Policy, and Conservation Biology and Policy.  Reny Tyson gave two lectures at Davidson College entitled “Foraging Behavior of Humpback Whales in the Western Antarctic Peninsula” and “Diving physiology of Marine Mammals.”  Jamie Wagner taught and co-designed an intensive 1-week lab and lecture course at the University of Papua New Guinea, PNG. Twenty undergraduate students from Papua New Guinea and nearby Pacific Island countries were selected to join the course and learn about marine science, invertebrate zoology, the deep sea, and conservation.  Jamie Wagner led a live ship-to-shore telepresence interaction between the E/V Nautilus in the Gulf of Mexico and two Duke Marine Lab summer classes (Marine Ecology, Conservation Biology and Policy).  Jamie Wagner co-planned and co-led a field activity for Summer Sleuths high school students at the Duke Marine Lab. The students made maps and observations about the barrier island ecosystem on Carrot Island, and devised potential research experiments.
I would like to thank the colleagues from PGR3 office, who have made my PhD so much better. I will remember those Friday nights forever, although my life expectancy is now shorter. Thanks to the UK for welcoming me and showing that it is possible to live in a multicultural society where the differences are not a weakness but instead a resource. Also, thanks for giving us the Spice Girls. Thanks to all the people who have made the three months in Japan some of the happiest of my life and to Japan for being my second home and for its great culture. Thanks to all the people that I have met around the world in the past 4 years, who shared their culture and opinions contributing to open my mind and making my life more interesting, you are worth this PhD. Last but not least, my deepest gratitude goes to my parents who taught me to love life and be passionate and to my friends who are my roots and saved me in the darkest moments of this PhD.
-Can blend and segment words- cap, gap, not, pot, mint Set 4: ck e u r -Can blend and segment words- sock, get, run, grip, rock, mad Set 5 : h B F,ff L,ll ss -Can bled and segment words- huff, kiss, pick, bed, leg, sell Read tricky words and high frequency words- I no go to the and is it in on
If you have recommended 1 (above), please include a list of any editorial/typographical corrections that should be made to the study. If you have recommended 2 or 3 (above), please specify what corrections or additions to content need to be undertaken as well as including a list of any editorial/typographical corrections that should be made to the study. If you have written any comments or made corrections in the assessment copy of the thesis, please return that copy to the faculty administrator responsible for administering the examination together with your narrative report and the assessor report form.
Major Courses: EPSY 6010 Statistics for Educational Research 3 EPSY 6020 Research Methods in Education 3 EPSY 6210 Mult Regression Analysis & Rel Methods 3 EPSY 6220 Class & Modern Edu Measurement Theory 3 EPSY 6230 Theory and App of Hier Linear Modeling 3 EPSY 6280 Qualitative Research in Education 3 EPSY 6290 Multivariate Statistics in Education 3 Dissertation (total hours: note dissertation usually takes several semester) EPSY 6950 Dissertation 9 Major and Dissertation Total 30 Concentration, Minor, or Cognate Courses: EPSY 6610 Theories of Intelligence 3 EPSY 6620 Multicultural Gifted Education 3 EPSY 6630 Twice-Exceptional Students 3 EPSY 6640 Adv Curr & Prog for Teaching of G&T 3 EPSY 6110 Ind Diff, Creativity & Problem Solving 3 Elective in related area with adv approval 3 Elective in related area with adv approval 3 Leveling Courses for those Without Masters Degree (15 hours): EPSY 5000 Introduction to Educational Psychology 3 EPSY 5050 Foundations of Ed Res Methodology 3 Elective in related area with adv approval 3 Elective in related area with adv approval 3 Elective in related area with adv approval 3 Concentration et al. Total 36 Supervised Research/Practice: EPSY 6030 Practicum, Field Experience or Internship 3 Other Total 3 Grand Total of Hours in this Degree: 78
Facilitate networking, funding, and publishing/presentation opportunities for the student to promote development of their expertise in their area of study Follow SoN Research Authorship policy Provide constructive feedback to the student and committee members as needed. Complete all paperwork within deadlines as required by the graduate office. Review in PhD handbook under “Dissertation Committee Chair Responsibilities” what specific program forms need to be completed and when they are due Guide the student in the research/dissertation writing process Review proposal defense and thesis prior to sending out to committee members With distribution of the dissertation drafts to the committee, include the Dissertation Committee Defense Rubric to document readiness for oral defense. Oversee dissertation revisions as requested by the committee. Resolve faculty conflict without involving the student in a timely manner so as not to impede the student’s research progression. If a committee member needs to be replaced, the chair will notify the PhD Program Director as soon as possible. It is the chair and students responsibility to identify a replacement and notify the PhD director the name of replacement with a confirmatory email from the new member. The “Change of PhD Committee Membership” form will be completed by the PhD Program Director at that time. Committee Member: Determine feasibility of the topic/proposal/dissertation plan Critically read/comment on the student’s proposal defense and thesis. Provide constructive feedback to the student and chair within deadlines specified by the chair Identify learning opportunities for the student to assist them in developing expertise in their research area. Be available and respond to the student in person, by email, or by phone throughout the dissertation process Independently evaluate student performance in the final thesis defense. Utilize the dissertation committee defense form distributed by the chair to document thesis review/oral defense readiness/oral defense questions Follow SoN Research Authorship Policy. Work directly with chair to resolve any conflicts in a timely manner, without involving the student. Notify the chair of need to be replaced in a timely manner and assist in identifying the new member. Sign all documents related to the doctoral program as required by HSC graduate office/PhD Program Director/Committee Chair. XIV. Writing Standards The School of Nursing has adopted the writing standards from the American Psychological Association (APA). All written assignments must conform to the stylistic requirements outlined by the APA. Students in the School of Nursing are required to have an updated copy of the .
Student’s Name: SEMester/Year: DOMAIN REQUIREMENT IDENTIFIED ACTIVITIES / HOURS Counseling/ Consultation 100-200 clock hour requirement The number of clock hours is designated by the University Faculty Supervisor. Follow the procedures noted in the Advanced Counseling Practicum course. Note: The need to complete hours in counseling is a joint agreement between the Internship Course Instructor, Intern, and the University Supervisor. Research and Scholarship 60 hour requirement Developing a manuscript Professional development activities Grant writing
Telephone: Email address: Date of Birth: Nationality: Academic Qualifications (Please continue on an additional sheet if required) Undergraduate degree(s) held or pending From To Full or part time Institution attended (Name country if overseas) Qualification and course with subjects taken Result Month Year Month Year Postgraduate degree(s) held or pending From To Full or part time Institution attended (Name country if overseas) Qualification and course with subjects taken Result Month Year Month Year Employment Record (Please continue on an additional sheet if required) From To Full or part time Name, address and telephone number (if known) of employer Post held giving brief details of work and responsibilities Month Year Month Year Skills, experience, motivation, and possible research topics Within this page, please: (1) indicate any other qualifications, skills, or experience (including statistical) relevant to your application; (2) briefly explain your reasons for applying for this PhD position; and (3) indicate possible topics for your research, based on the range of LBC1936 data available for analysis (doi: ), and bearing in mind what has been published (doi: ).
PhD in Rehabilitation Counseling and Rehabilitation Counselor Education MONTHLY LOG Student’s Name Month Year ACTIVITIES WEEK 1 from: to: WEEK 2 from: to: WEEK 3 from: to: WEEK 4 from: to: WEEK 5 from: to: MONTHLY TOTALS Teaching Supervision Counseling Research and Scholarship Leadership and Advocacy Advising Other (Specify) TOTALS Student Signature: Date Faculty Supervisor Signature: Date Doctoral Internship Course Instructor Signature: Date