zilongwang/ReadingBank huggingface dataset:
* * Hosted BH System wide PFAC Collaborative meetings * Pediatric Inpatient Collaborative * * Patient Experience Leadership * * Attendance BH Annual Management Quality and Performance Improvement Highlights: Three PFAC members are involved in safety initiatives through work on the Patient Safety Committee. The committee routinely reviews and evaluates outcomes data relative to harm events such as Healthcare-Associated Infections (HAI) and other Healthcare Acquired Conditions (HAC) including falls and pressure ulcers. This team also addresses key infection prevention strategies such as hand hygiene, influenza vaccination rates & reduction of surgical site infections. One member is now a representative on the Root Cause Analysis Process for investigation of serious events reportable to the DPH. One BCH PFAC member is on the Baystate Children’s Hospital Performance Improvement Team which focuses on patient safety and pediatric asthma measures One member on Nursing Falls Prevention Committee One PFAC in on Hospital Quality Council, providing oversight and leadership on quality initiatives. Seven PFAC members participated in the BMC patient progress initiative focused on improving patient flow and transitions of care. Feedback and insight was provided in regards to the Interdisciplinary Plan of Care (IPOC). IPOC promotes effective partnership and communication through interdisciplinary rounds with patient/family, utilization of the patient whiteboard, and distribution of a MyPlan handout , which provides an overview of the rounding discussion, and is given to the patient/family Two PFAC members consulted on new issues in in the Standard Dress Attire and Caregiver Identification program Three BMC PFAC advisors were active participants in the Emergency Department Patient/Family Experience Improvement Committee. Advisors were involved in creating the Emergency Department Awesome Beginning Standard Approach and developing a staff training curriculum. The goal for this initiative was to make a positive impact on the patient/family experience by creating and instituting a standard which defines and promotes the BMC commitment to customer service, patient-and family-centered care, and patient satisfaction. Advisors partnered with leadership to provide mandatory education and simulation training for Emergency Room and ancillary staff. Improved PFAC Engagement Metrics to measure degree of PFAC organizational engagement and success were identified in 2014-15. These include: Number PFAC members
6.2. Financing of services The Department plays a major role in the provision of social services. It does so either by supplying the service itself, or by acquiring services from service providers. This policy document concerns itself with the latter. The Department will finance or purchase services from service providers or non-profit organisations through a process of call for proposals. These processes will be outlined in the NPO financing guideline. The Department takes cognisance of the fact that the emerging organisations will require support in terms of capacitating them to be responsive to the policy and other related legislative frameworks. The Department will therefore provide support and capacity to the emerging organisations. 6.3. Methods of payment This section gives an outline of how the Department will transfer payments to the contracted service provider. 6.3.1. Payment in phases/tranches This payment method is used where the next payment of an allocation is dependent on results achieved in the previous phase/ tranche. 6.3.2. Payment through transfer of lump sum Consideration will be given to the transfer of the entire allocation where service providers have a proven track record of compliance, credibility and accountability. This applies where the other payment methods are inappropriate due to, amongst others, cash flow situations and the relatively low financing level. 6.3.3. Payment at regular predetermined intervals This payment method means that an annual allocation is divided into monthly/quarterly/six-monthly portions and paid in equal amounts, to assist with cash flow management and expenditure control.
PSU MGIS Capstone Workshop Pre-Proposal 25 March 2011 Loren Pfau – ldp140@psu.edu Proposed Topic: Sources and Uses of Geospatial Information in Wilderness Search and Rescue Background: Wilderness search and rescue (SAR) organizations have access to an ever-increasing set of sources and volume of geospatial information that may be employed in conducting back-country operations. This includes traditional sources such as e911 calls and Emergency Locator Transmitters that are being enhanced, as well as emerging sources such as the SPOT locator and social media applications such as Google Latitude. The challenges facing SAR teams lie in understanding what information is available; how it may be accessed; strengths and weaknesses; and how it may be utilized in a time-sensitive mission. Objectives: Develop a body of knowledge concerning the sources and uses of geospatial information that may be encountered and used in the conduct of wilderness SAR missions. Identify new information sources, explain how the information may be accessed and in what formats it will be presented, describe the strengths and weaknesses of the data sources in the context of wilderness SAR and provide guidance to SAR teams on how to integrate these new information sources into their mission management and training processes. Methods: Research into the existing body of knowledge (papers and presentations) on the uses of new geospatial information sources in wilderness SAR and closely-allied fields (urban SAR, disaster management, wild land firefighting, etc.) Research of commercially-available systems capable of producing geospatial information for backcountry travelers Interviews and/or questionnaires of law enforcement, dispatch, and SAR team mission managers on their experiences and uses of non-traditional sources of location information Possible use of real mission data from my SAR team (Alpine Rescue Team in Evergreen, CO) Possible example of use of location information in conjunction with traditional SAR methods (for instance, lost person behavior probability bands or avalanche debris field search theory) to demonstrate how to capitalize on new data sources
Domain Element2 Low High Do not know Information / Education Web portals provide specific resources for PF 1 2 3 4 5 Clinician email access from PF is encouraged and safe 1 2 3 4 5 PF serve as educators/faculty for clinicians and other staff 1 2 3 4 5 PF access to / encouraged to use resource rooms 1 2 3 4 5 Diversity & Disparities Careful collection and measurement; race / ethnicity / language 1 2 3 4 5 PF provided timely access to interpreter services 1 2 3 4 5 Navigator programs for minority and underserved patients 1 2 3 4 5 Educational materials at appropriate literacy levels 1 2 3 4 5 Charting and Documentation PF have full and easy access to paper/electronic record 1 2 3 4 5 Patient and family are able to chart 1 2 3 4 5 Care Support Families members of care team, not visitors, with 24/7 access 1 2 3 4 5 Families can stay, join in rounds & change of shift report 1 2 3 4 5 PF find support, disclosure, apology with error and harm 1 2 3 4 5 Family presence allowed/ supported during rescue events 1 2 3 4 5 PF are able to activate rapid response systems 1 2 3 4 5 Patients receive updated medication history at each visit 1 2 3 4 5 Care PF engage with clinicians in collaborative goal setting 1 2 3 4 5 PF listened to, respected, treated as partners in care 1 2 3 4 5 Actively involve families in care planning and transitions 1 2 3 4 5 Pain is respectively managed in partnership with patient and family 1 2 3 4 5
PFCI APPLICATION — EVALUATION SHEET Applicant’s Name: I. PFCI Application Fee □ YES □ NO II. SAF Membership Status □ YES □ NO III. Headshot & Speaker Bio □ YES □ NO IV. General Information □ YES □ NO V. Professional Experience □ YES □ NO VI. Statement of Goals □ YES □ NO VII. Areas of Expertise □ YES □ NO VIII. Best Programs □ YES □ NO IX. References □ YES □ NO X. Industry Recognition Max. 10 points XI. Leadership in Industry Organizations Max. 10 points XII. Presentation and Publication Experience Minimum 30 points required for membership consideration; Max. 40 points XIII. Audition/Demo DVD Presentation Minimum 45 points required for membership consideration; Max. 55 points TOTAL OVERALL POINTS Minimum 85 points required for membership consideration.
BEST PROGRAMS Please provide information on the presentations you have given to floral industry groups. Floral Industry Program Title #1: Brief program description Floral Industry Program Title #2: Brief program description Floral Industry Program Title #3: Brief program description Please provide information on the presentations you have given to consumer audiences. Consumer Program Title #1: Brief program description Consumer Program Title #2: Brief program description Consumer Program Title #3: Brief program description
Port Fairy Community Services Centre Application Form Please note: use ONE form per child, use BLOCK LETTERS Child’s first name: _____________________ Child’s last name: ________________________ Child’s date of birth: ___________________ Parent /guardian 1 Please note: this parent will be the main contact Parent /guardian 2 Name:__________________________________ P/code: T home: T business: Mob: Email: Name:__________________________________ P/code: T home: T business: Mob: Email: Long Day Care Please tick () Full Day: 7:30 am – 6:00 pm $96.00 Per day Monday Tuesday Wednesday Thursday Friday Please turn over
2. Type of Application – Circle One of the Following: New Sewer Sewer Rehab Sewer Treatment Potable Water Water for Fire Protection Streets 3. Address 4. Name of City Clerk or Parish Secretary 5. Applicant’s Email Address 6. Name and Phone Number of Administrative Consultant Preparing Application 7. Name and Phone Number of Engineering/Architectural Firm Preparing Application 8. Administrative Consultant Email Address 9. Engineering/Architectural Firm Email Address 10. Applicant’s Fax Number 11. Parish 12. National Objective Addressed: [ ] Slum/Blight [ ] Low/Moderate Income [ ] Urgent Need 13. Total Amount of LCDBG Funds Requested $ 14. Funds Amount Source of Funds Fund Status State Use Only LCDBG $ Local Funds $ Private Funds $ State Funds $ Federal Funds $ Other Funds $ TOTAL COST $ 15. Signature (Chief Elected Official) 16. Date 17. Typed Name/Title 18. Telephone Number INSTRUCTIONS
LCDBG PROGRAM TIME SCHEDULE APPLICANT NAME: ACTIVITIES Quarter 1 Quarter 2 Quarter 3 Quarter 4 Quarter 5 Quarter 6 Quarter 7 Quarter 8 Quarter 9 Quarter 10 Quarter 11 Quarter 12 Activity #1 Milestones a. b. c. d. e. Activity #2 Milestones a. b. c. d. e. Activity #3 Milestones a. b. c. d. e. Activity #4 Milestones a. b. c. d. e.
STREET SUMMARY TABLE Name of Street or Portion of Street Proposed Work * # of Occupied Houses Existing Width (Average) (Ft.) Existing Length (Ft.) Existing Surface Area (Sq. Ft.) Proposed Width (Ft.) Proposed Length (Ft.) Construction Cost * Identify the type of work proposed for each street: New construction, rehabilitation, or reconstruction.
Anatomy of a Community Development Program Directions: Research the Community Development Program assigned by your teacher by searching on the Internet, calling the organization, and/or setting up an interview with a member of the organization. Use the questions below to create your interview questions to find out how the program is organized. Then use the questions and answers to design a visual web (see example below) or other mind map to show the anatomy (make up) of the on poster board or chart paper. You will present the information you find to the class. Example: Guiding Questions: What is the main goal of your program/organization? What group(s) of people does your program/organization help? How does your program/organization empower members of the community? How does your program/organization ensure or encourage community participation? How does you program/organization support individuals and families? What other organizations does your program/organization partner with?
Food Security Program Project Rubric Requirement Great Job 10 points Good Job 9-8 points Needs Improvement 7-6 points Try Again 5-0 points Points Earned Information Defined and described assigned program well and in understandable language. Gives a detailed overview of the program and lists local programs. Defined and described assigned program but was not as clear as it could have been. Gives a detailed overview of the program and lists local programs. Defined and described assigned program but was not as clear as it could have been. Gives a minimal overview of the program and lists some local programs. Defined and described assigned program but it was weak. Gives a minimal overview of the program and/or lists few local programs. Citations All sources are cited correctly and are reliable sources One or Two sources are not cited, cited correctly, or reliable. Three or four sources are not cited, cited correctly, or reliable. Five or more sources are not cited, cited correctly, or reliable. Presentation Poster, PowerPoint, Interview, or Guest Speaker is thorough, creative, free from errors, and organized. Poster, PowerPoint, Interview, or Guest Speaker is not thorough or mildly creative or have one or two minor errors, or is mildly organized. Poster, PowerPoint, Interview, or Guest Speaker is not thorough, lacks creativity, or disorganized. Poster, PowerPoint, Interview, or Guest Speaker is not thorough, and lacks creativity, and disorganized. Handout Handout is creative, free from errors, and organized. Handout is somewhat creative, has only 1 or 2 errors, and organized. Handout is somewhat creative, has 3 or more errors, and is somewhat disorganized. Handout is not creative, has 5 or more errors, and is disorganized. Interview/ Local Program Contact Interview questions were thoughtful and approved by teacher. Local program contact was thoroughly researched. Interview questions were thoughtful and approved by teacher. Local program contact was researched with some help from the teacher. Interview questions were developed with the help of the teacher and then approved. Local program contact was researched but needed a lot of help from teacher. Interview questions were developed with the help of the teacher and then approved or were inappropriate. Local program contact was researched but needed a lot of help from teacher. Group Work Students worked well together and all participated equally. Students mostly worked well together and participated equally. Students had to have intervention from teacher to work together. Students did not work well together and/or some students did not participate.
Supervisor's Performance Feedback Planning Worksheet (Optional) To be filled out by Supervisor. Name of Employee: Date: Employee Title: Department: List what you consider to be the employee’s primary job duties or assignments at this time (List in order of priority): Describe contributions, achievements or improvements made by the employee during the past appraisal period: Describe any specific changes, improvements, or goals desired of the employee's performance in the next appraisal period: Describe the coaching, training or development activities you would support in pursuit of improved performance, employee growth, learning, and/or career development: Employee Date Supervisor Date Employee's Feedback Performance Planning Worksheet (Optional) To be filled out by Employee.
Lead Daily Kick-Off & Progress Review Meeting During Integration Testing Track & Communicate Progress Against the Testing Plan Secure Facilities and Equipment for Integration Testing Netsmart Roles & Responsibilities for Testing The following table outlines the various responsibilities for Netsmart as it relates to the four major types of testing, during the project. Testing Script Dev./Maint Script Execution Issue Logging Issue Res. Functional Owns Owns Owns Owns Unit Owns Owns Owns Owns System Provide Guidance Provide Guidance Provide Guidance Owns Integration Provide Guidance Provide Guidance Provide Guidance Secondary Support IV. Testing Timeline: A detailed timeline should be developed by the client to complete the System & Integration Test Scripts as well as to execute the completion of System Testing. Since Integration testing is already an event in the Methodology, it’s date will already be established but will need to be considered when creating the timeline. Other variables to consider when creating the testing timeline: Number of scripts to be developed How much has the system deviated (or not) from the baseline scripts which are based on the Plexus Home Environment. More scripts and deviance, more time. How many people will be available for testing. While this timeline will differ slightly for each client the bookends of the timeline for System testing will be Final Review & Validation and Integration Testing, respectively. Integration testing cannot be conducted prior to completion of System Testing. Furthermore, System Testing cannot be conducted until the System Test scripts have been completed as is the same case for Integration Testing. Use the below table to document the basic timeline. The client Testing Coordinator and client Project Manager are responsible for ensuring these dates are met as documented.
Scoring the test (PFITs) An ordinal score is obtained out of 12 (ie. adding scores out of 3 for the 4 items) as per table 1. PFIT Score 0 1 2 3 Total Assistance Unable Assist x2 Assist x1 No assist Cadence (steps/min) Unable >0 - 49 50 -<80 80+ Shoulder (grade) 0,1 or 2 3 4 5 Knee (grade) 0,1 or 2 3 4 5 Table 1. PFIT scoring The PFITs (interval score) is then obtained from the Rasch analysis algorithm (see table 2). The conversion to an interval scoring scale is required in order for parametric statistics to be used in data analyses. Ordinal score /12 0 1 2 3 4 5 6 7 8 9 10 11 12 Interval PFIT score /10 0 2.0 3.2 3.9 4.4 4.9 5.4 5.9 6.4 7.1 7.9 8.8 10 Table 2. PFIT ordinal and interval scale scoring.
PFIT RECORDING SHEET 1. Heart Rate (beats per minute) Pre:_________ Post:__________ 2. SpO2 (%) Pre:_________ Post:__________ 3. Sit – stand assistance (circle) Chair/bed height (distance to floor, cm) Chair arms used? 0 1 2 unable __________________ Yes No 4. MOS 4.1 RPE (pre) _________________ 4.2 Able? (circle) Yes No 4.3 Steps (no.) ________________ 4.4 Time (sec) ________________ 4.5 RPE (post) ________________ 5. Strength Left Right 5.1 Shoulder Flexion 5.2 Knee Extension ___________ ___________ ___________ ___________
AGENDA for May 16th & 17th LOCATION: Chicago, IL (May – 16th DAY 1) 7:30 Coffee & Networking 7:45 - 8:00 Introductions and Anti-trust Statement 8:00 - 9:00 Boxcar Quality Video (update/next steps) Bill Foust (BNSF) 9:00 - 9:30 Door Opening Solutions Scott Dressler (The Arnold Co) 9:30 - 9:45 BREAK 9:45 - 10:30 ILS initiative (extended boxcar life) Update Bruce Ridley 10:00 - 10:30 FPAC Update Joel Neuheimer (FPAC) 10:30 - 11:30 Hi-Cap 60’ DD Impact to Industry PFITC Roundtable 11:30 - 12:00 Regulatory Update Julie Landry (AF&PA) 12:00 - 1:00 LUNCH 1:15 - 2:15 Motor Carrier Industry Update TBD 2:15 - 2:45 Economic Outlook TBD 2:45 - 3:00 BREAK 3:00 - 5:00 Internal Business PFITC Members Review of Bylaws / conference call Karen Booth Administrative (Financials, minutes, website, etc…) AAR proposed change to rule 7 Door Protection (Circ. 42-K) New business, Set stage for Fall meeting (May 17th – DAY 2) 7:00 - 8:00 Shuttle / Drive to CN Campus/Training Center 17650 South Ashland Avenue – Homewood, IL - 60430 8:00 - 12:00 Safety Culture & The Railway / Railway 101 Overview of CN’s Safety management process People, process, investment, & technology Locomotive & Remote Control Simulation Rail Defect yard & Track Infrastructure Overview Field component (e.g. Switching) Overview of Positive Train Control / Wrap Lunch / Shuttle Back
3.12A Only applies to academies which form part of a PFI arrangement 3.30A Only applies to academies which form part of a PFI arrangement 3.30B Only applies to academies which form part of a PFI arrangement 3.32A Only applies to academies which form part of a PFI arrangement 6.1(d) - (k) Only applies to academies which form part of a PFI arrangement Add the following as new clauses 1.3A and 1.3B 1.3A As part of the Academy Trust's conversion to academy status, the Academy Trust shall enter into the School Agreement, the Principal Agreement [and the Lease]. 1.3B The Academy Trust must conduct the Academy within the terms and requirements of the School Agreement, the Principal Agreement [and the Lease]. Add the following expressions to clause 1.4 in the appropriate alphabetical order "Academy Trust Insolvency Notice" - clause 3.32A.4; "Critical Years" - clause 3.32A.3; "Current Funding" - clause 3.32A.3; "PFI EAG Refusal" - clause 3.32A.3; "Shortfall" - clause 3.32A.7. "Insolvency" has the meaning given to it in section 123 of the Insolvency Act 1986; ["Lease" has the meaning given to it in clause 5 of this Agreement;]
-Title Page and Table of Contents -In proper order as shown on this document -Neat, and free of spelling/grammatical errors -Title Page and Table of Contents -In proper order as shown on this document -Neat, and free of spelling/grammatical errors -Title Page and Table of Contents -In proper order as shown on this document -Neat, and free of spelling/grammatical errors -Title Page and Table of Contents -In proper order as shown on this document -Neat, and free of spelling/grammatical errors TOTAL POINTS EARNED and FINAL GRADE / =
The school will cover transport expenses: YES – NO Actual or fixed rate amount: The host company or organisation will cover transport expenses: YES – NO Actual or fixed rate amount: INSURANCE: - School (for the student’s vocational activities in the workplace) - Student’s family (for the student’s activities that are not linked to the time spent in the professional environment) SIGNATURES Drawn up on (date) Head of the host company or organisation (signature and official stamp, when possible) Read and understood on (date) Legal representative for the student under the age of 18 Drawn up on (date) Head of the school Read and understood on (date) The student
Other reforms included in this strategy, such as those concerning budget documentation, accounting principles, reporting, performance management, and the design and implementation of the IFMIS, will be phased and implemented at a later stage of the strategy. A strong and dynamic economy is a priority. To achieve a modern and efficient management of public finances Albania has adopted several instruments: legislation, culture changes and process reengineering, capacity building and A summary of adoption of these instruments in 2015 is given below: Legislative changes 5 new Laws/or amendments to the existing laws were performed during 2015 (“On Financial Management and Control”, “On Internal Audit in the Public Sector”, "Public Financial Inspection", "On Public Procurement" and "On the Organization ad Functioning of the State Supreme Audit”) Good progress is made during 2015 in finalizing the Organic Budget Law 11 new decisions, guidelines, manuals, instructions were prepared. Changes in processes and management culture A Twinning “On Implementation of a modern system for FMC and Public Financial Inspection in Albania” is in place since 2014. 7 pilot entities are being assisted to implement FMC requirements; 37 Executing officers are trained on new FMC framework and 140 staff are trained on the “Managerial accountability” concept; Finalized the review of the existing institutional arrangements and internal organization restructuring at the State Supreme Audit and several directorates at Ministry of Finance.
Under subregulation 5.1.01(1) of the Corporations Regulations 2001 (Corporations Regulations) the Australian Securities and Investments Commission (ASIC) allows [insert name of company] to send an explanatory statement under section 412(1) of the Corporations Act 2001 (Corporations Act) which does not: state the matters set out in paragraphs 8201(a), 8201(b), 8201(d) and 8201(e); nor contain or have annexed to the explanatory statement the reports and copies of documents referred to in paragraphs 8203(a) and 8203(b); of Part 2 of Schedule 8 to the Corporations Regulations. ASIC allows this on the basis that the explanatory statement sent is substantially in the form given to ASIC on or about [insert date]. Yours faithfully as a delegate of the Australian Securities and Investments Commission
9 10 11 I) 11 II) 13 III) 15 IV) 17 V) 19 VI) 21 & 23 VII) 25 VIII/IX) 26 X) 29 (GREEN) 30 31 I 31 II 32 III 34 IV 35 V 37 VI 38 VII 39 VIII 40 IX 41 X 42 Introduction In the first two years of the HEN, IHC and the Iowa Hospital Association built a web-based PfP HEN Reporting Database to track and monitor progress towards the 2014 PfP Aims, 40% reduction in readmissions and 20% reduction in Hospital-acquired Conditions (40/20/14). This PfP Reporting Database design supports the improvement work of the network hospitals and allows for hospitals to monitor trends in Process and Outcomes measures. The Reporting Database allows identified hospital leadership (e.g. – Quality Improvement Advisor, Data Improvement Advisor) to securely/privately enter hospital performance metric APPENDIX APPENDIX APPENDIX APPENDIX APPENDIX APPENDIX APPENDIX APPENDIX APPENDIX APPENDIX
Denominator: Number of patients with PICC line and/or central lines on day of sample IHC HEN suggested resources: III - CDC Checklist for Prevention of Central Line Associated Blood Stream Infections Institute for Healthcare Improvement – IHI How-to Guide: Prevent Central Bloodstream Infections, page 22. (Login required with free access to information) CLABSI Outcome Measures: Data from NHSN (PURPLE) or Self-reported (BLUE) SELF-REPORTED NHSN Hospital-Acquired, Central Line-Associated Bloodstream Infection Rate per Catheter Day Numerator: Number of hospital-acquired, central line-associated bloodstream infections for the patients in the denominator population per NHSN guidelines Denominator: Number of central line catheter days per NHSN definition *report housewide or develop housewide reporting capability IHC HEN suggested resources: National Healthcare Safety Network – NHSN Surveillance for Central Line-Associated Bloodstream Infections
Date of Session: Case Related Activities DATE ACTIVITY (What did you do with the family or on behalf of the family) TARGET OF ACTIVITY (How does the activity support the intervention goals identified by CA and/or child safety) TIME ON ACTIVITY OUTCOME The Safety Plan (if applicable) and Crisis Plan should be reviewed at each session. Document the family’s success in adhering to the Safety Plan and Crisis Plan Document any goods, services, or items purchased using concrete goods: 1. 2. 3. Summary of PFR Modules 1 Introduce PFR & Handout #1: YOUR CHILD’S SOCIAL AND EMOTIONAL HEALTH Begin JOINING process with parent 2 Check in, joining, and discuss thoughts from last week Handout #2 ELEMENTS OF A HEALTHY RELATIONSHIP
9 Check in, joining, and discuss thoughts from last week Videotape parent-child play (10 min) + teaching (<5 min) If child < 6 mos, Handout #15 CHALLENGING BEHAVIORS, FEELINGS, NEEDS & discussion If child > 6 mos, Handout #16 UNDERSTANDING OF CHILDREN’S BEHAVIOR Handout #17: BEHAVIORS, FEELINGS, & NEEDS: AN INTERVENTION WORKSHEET Fill out Intervention Worksheet together Give Thoughts for Week 9: Behaviors, Feelings, Needs and How to Help 10 Check in, joining, and discuss thoughts from last week REFLECTIVE OBSERVATION: Show and reflect on video If child > 6 mos, OPTIONAL: Review any handouts/content that would be helpful to discuss further If child < 6 mos, Handout #14 ENCOURAGING COOPERATION, and discuss that children learn best using guidance, not punishment (can use new Handout #14B BALANCED PARENTING) If child < 6 mos, Handout #16 UNDERSTANDING CHILDREN’S BEHAVIOR CLOSING ACTIVITY to honor the time you have spent together and to celebrate the developing parent-child relationship; and ask caregiver reflection questions
4.1 Collaborates and participates with colleagues and members of the health care team to facilitate and coordinate care. Demonstrates ability to work in a team, including integration into the multidisciplinary healthcare team. 4.2 Recognises and values the roles and skills of all members of the health care team in the delivery of care. Shows ability to work with other healthcare professionals, contributes and communicates effectively with healthcare team. 4.3 Participates in quality improvement activities to monitor and improve standards of nursing. Demonstrates awareness and participates in clinical area’s quality improvement activities to monitor and improve standards of nursing practice. CLN/Preceptor Comments: Domain Grade: Met / Not Met CLN/Preceptor Name: Registration #: Signature: Date: ALN/Clinical Tutor Comments: ALN/Clinical Tutor Name: Registration #: Signature: Date: Overall Student Comments: Overall ALN/Clinical Tutor Comments: Student Signature: ................................................................... Date: ....................................... Clinical Tutor Signature: ................................................................... Date: ............................. Summative Assessment Overall Grade: Met / Not Met Summative Assessment Met: all competencies must be passed in each domain Summative Assessment Not Met: this grade is given to any student who fails to meet any of the competencies in each domain
County AWY Member Coalition Partner Coalitions SFP Lifeskills Generation Rx University Taking Action to Prevent and Address… OYRBS Drug Interdictions Prescriber Education Ashland Chequamegon Coalition on Emerging Drugs X Columbia Prevention and Response Columbia County (PARCC) X X X Dane Safe Communities of Madison and Dane County Stoughton Wellness Coalition, Waunakee CARES & Oregon CARES X X X Douglas Eau Claire Alliance for Substance Abuse Prevention X Florence AODA & MH Coalition of Florence County X Forest Community Coalition of Forest County Mole Lake Coalition X X Kenosha Marinette Healthy Youth Coalition of Marinette & Menominee Counties X X
Menominee Netaenawemakanak Coalition (to serve the Menominee Indian Tribe of Wisconsin X X Milwaukee Milwaukee County Substance Abuse Prevention Coalition (MCSAP) West Allis-West Milwaukee Community Coalition, Franklin Area Students and Parents United & 27th Street West Drug Free Coalition X Oneida Healthy People Healthy Oneida County Oneida County Health Department Healthy Youth Development program, HPHOC Mental Health Coalition & X Rock Janesville Mobilizing 4 Change Youth 2 Youth 4 Change, Building A Safer Evansville (BASE), Edgerton Coalition for a Healthy Community (ECHC) X X X X
All transport will be finalized in the PTL including area transport, community transport and Ambulance. Taxi vouchers will be authorized from the PTL where required. Escalation to the Patient Flow Manager or After Hours Nurse Manager will occur if there are unresolved delays. Responsible Person: Patient Transit Lounge staff REVIEW DATE AUTHOR VERSION Day month year Write name 1 10 July 2011 John Smith 2 Endorsed: ________________________ Director of Nursing and Midwifery the Hospital Endorsed: ________________________ General Manager the Hospital AMBULANCE SERVICE NSW BOOKINGS FOR PATIENT TRANSPORT OBJECTIVE: To provide a process for booking ambulances, which occur unexpectedly, after 1200pm during weekdays. APPLICATION: 24 hours 7 days per week PRINCIPLES: Discussions about a patient’s transport home should occur as early as possible in the patient’s admission to the facility and should be in line with local transport services and guidelines. Patients requiring transport with the Ambulance Service of NSW (ASNSW) should have notification to ASNSW as early as possible. Where a decision to discharge a patient has occurred in the afternoon and transport with ASNSW is required, determination of the appropriate type of transport is required. Patients will be transferred to the Patient Transit Lounge (PTL) where one is available to await transport.
Synthesizing community visioning results to identify common themes School data presentation (by Superintendent) We are starting to hone in on the big issues facing our school through this process. I thought it was very informative and really enjoyed hearing what everyone had to say. It is good to have voice and be heard. It was much better than I had expected. I enjoyed the friendly conflict. Open honest dialogue. Extremely eye opening. Retreat 2 Root cause analysis of selected school data Identifying strategic objectives from the community’s feedback to the common themes identified in Retreat 1 Tough but needed. Overwhelming. The process was excellent but nerve racking, but I hope it turns into a great plan. I loved the collaborative nature of the day. The insight and respect everyone displayed evolved into 5 powerful objectives. It was a great process to be a part of. Lots of great work done today getting to the five. Everybody had great input! Retreat 3 Debrief of the community engagement process conducted by the Planning Team after Retreat 2 Identifying strategic initiatives from the community’s feedback Hard work, hard talk, but good day. It’s apparent that there have been more issues to discuss than were appreciated. Happy with the results! More work is needed though! Great – a lot of work in a small amount of time. Today could have been more productive. It was extremely productive. A lot of honesty was shared and a lot of details were discussed. Good “safe” place to talk. The conversation regarding what perceptions exist in this school was very important. Until we start being honest with each other, we will have difficulty moving forward. Retreat 4 Review/revision of draft strategic initiatives Quality review of the emerging plan draft Drafting the vision statement It was a large amount of work that requires a greater amount of feedback. It was good work! Covered a lot of territory. Productive and overwhelming. Productive but unclear of next step. Very positive. Planning for Success 2015 Case Study Webster Public Schools Redesigns its District Plan, Streamlines its Focus, and Reenergizes its Leadership Team Superintendent: Barbara Malkas, Planning for Success Facilitator and Case Study Author: Lori Likis, Associate Commissioner, Office of Planning & Research: Carrie Conaway, Central District and School Assistance Center (DSAC) Support Facilitator: Tom Lamey
4.3 Summary of Main Players Summary of Main Players Company Name Employees Turnover Turn Year End Turnover Comment Confectionery Brands Gauteng Dicks Sweets cc 15 Dick Sweets Ethnic Candy cc 76 Imsofer Manufacturing (Pty) Ltd 150 Ferrero,Tic Tac, Kinder Joy Inkanyezi Chocs (Pty) Ltd t/a Arriba Chocolates 18 Kees Beyers Chocolate cc 358 Beyers Lodestone Brands (Pty) Ltd 180 Mondelez South Africa (Pty) Ltd 2,200 R39,290.0m 2014 Mondelez International: Eastern Europe, Middle East & Africa (EEMEA) Segment Nestle (South Africa) (RF) (Pty) Ltd 3,220 3in1, Acqua Panna, Aero, Alta Rica, Bar-One, Ben10, Cap Colombie, Cerelac, Cheerios, Choc Stick, Chocolate Log, Classic, Condensed Milk, Cool Fruit, Country Fresh, Cream Soda Float, Cremora, Crisp, Crunch, Dessert Cream, Dialite, Easy Melt, Farmhouse, Foodservices, Frogz Eggz, Gold Cross, Heaven, Ideal, Jive, Just Magic, King Cone, Kit Kat, Klim, Lactogen, Maggi, Marsh Mallow Goo, Mega, Milky Bar, Milky Choc, Milo, Miniz,
Edit OS–HELP Loan Amount When adjusting an OS–HELP loan amount, the following rules apply: The field cannot be left blank. Only numeric characters can be entered. A decimal point is NOT allowed. The value entered must be in the range 0 to 99,999. Save Changes Changes can be made in different panels on the same web page before saving the data. When an error has been detected on the screen, a message is displayed and none of the changes made will be saved. The error must be corrected before the changes can be saved. When the changes have been saved, the web page is refreshed containing the recalculations based on the data provided on the screen. All changes must be saved before navigating to another year tab or another web page. Changes need to be saved at regular intervals. The system will log out when there has not been any activity in a 20 minute period. Any data that have not been saved will be lost. Cancel Changes Changes that have been made can be cancelled before the data is saved. To cancel the changes, click Cancel The following pop–up message is displayed: Click OK – unsaved data are discarded and the page is refreshed with the latest saved details. Click Cancel – the unsaved page is redisplayed. Adjusting OS–HELP Estimates
Training Train Test Administrators Ensure all staff who are administering the PFT are trained in each test area and data collection. Before and during the testing window (before they administer the PFT) Training of staff is a local responsibility and there is no statewide training provided. Resources for training staff can be found in the Resources box on the PFT website at . Supplies Order supplies as needed Order any supplies needed to complete the administration of the PFT. Before the testing window Equipment list can be found on the PFT website at . Data Determine Data Collection Process Determine how data will be collected and submitted. Each school will need to collect their data and submit it to the PFT Coordinator or Alternate Coordinator to be loaded into the secure district portal. Determine what process will be used. Before the testing window Processes could include collecting data on paper forms or electronically, etc. Data Data Security Ensure that the LEA has data security processes in place and that students’ personally identifiable information is kept confidential and secure. During the testing window (February 1–May 31) Also, ensure that fields like NSLP and Parent Ed Level are not placed on data collection forms for people who should not see that information. Supports and Accommodations Review necessary accommodations Review process to ensure that students with an Individualized Education Program (IEP) are given as much of the PFT as their condition permits with any applicable supports or accommodations listed by the IEP team. During the testing window None
Date of Referral: Name: Phone: Fax: E-mail: Referral Source: (select as many as apply) 211 BIAC Brochure Board of Community Education Services (BOCES) CICP CHP+ Community Center Boards Community Partner Family Member Family Voices Friend HCP Specialty Clinic Healthy Communities Hospital – Children’s Hospital Hospital – Other Human Services Individual Services Support Team Medical Provider – Primary Medical Provider – Specialty Mental / Behavioral Health NICU Other Public Health Program Previous HCP Care Coordination Client Public Health Department RCCO/RAE School Specialty Provider (i.e. OT, PT, speech) Support Group Services Transfer from another HCP county Website – CDPHE Website – LPHA Website – Other WIC Work Refused Didn’t Ask Other, ________ Did the family refuse to complete the intake interview? [Talking Point: Only select “yes” if the family does not intend to continue with Care Coordination services.] Yes No
4.4 Is the budget allocated realistic? 5. Funding 5.1 Is the proposal financially viable? 1 Indicate whether ethical clearance through a research ethics committee is required. 2 In the case of plagiarism, the proposal should be returned to the candidate with a warning. The candidate will need to re-submit (see Policy on Plagiarism). Recommendations Signed (Reviewer):__________________________ Date: ______________________ Signed (HoD):______________________________ Date: ______________________ Date of Approval by FRC Routing Student Supervisor/s HoD FRC
How frequently were these reviewed with the PRG? There is a Matters Arising standing item on the Rolling Agenda of PPG meetings where issues like appointments, telephone system or any other issues patients may have are discussed. Our PPG meetings take place four times a year. We also look at the other sources of feedback and if there is a recurring theme we discuss it with the PRG. Action plan priority areas and implementation Priority area 1 Description of priority area: Telephone queuing system What actions were taken to address the priority? Telephone access has been an issue and it’s always discussed at the PPG meetings. When 5 years ago we changed our telephone system to 8 channels- due to patients complaining that they had problems with getting through to the surgery over the phone we hoped that would sort telephone issues out. The system worked for a while and then patients started complaining that the phone were not being answered and that they were being kept in a queue for a long time. We had a meeting with the telephone company in October 2015 and we agreed to reduce the channels to 4 – so that the phones can be answered in a timely manner. We now have dedicated staff just answering phones. We now only have 4 lines coming in with 4 waiting.
SNo Name of the Teacher Fathers Name Date of birth Designation Qualifications Total no of years of teaching experience Number of teachers ratified by PU Number of teachers by PU Aadhar Number (Copy to be enclosed) PAN number (copy to be enclosed) photo 1 Principal 2 3 4 5 6 7 8 9 37. PARTICULARS OF PRINCIPAL AND TEACHING FACULTY Non-Teaching staff: Course Lab. Asst. Programmers Lab. Attenders Total Required Deficiency Signature of the Principal
Are there any barriers that your nominee has had to overcome that makes their achievements particularly worthy of merit? [Max 100 words] Please add any other comments that you feel would help the nomination panel make their decision. [Max 100 words] This nomination form must be submitted to the Professional Secretary of UKMI Executive, Fiona Woods, by email and reach her by: 5pm on Friday 3rd August 2018.
Post Graduate Candidates Stuart Demmer (Hons Candidate) BSc Ecology (UKZN) Email: 214518784@stu.ukzn.ac.za Brief Description of Research (Max. 100 words) Much of our historical grasslands have been transformed into commercial forestry plantations and croplands. Restoring these lands back to their natural state is often difficult because of a loss of seed and altered soil properties such as allelopathic compounds and increased nutrient levels which inhibit native plant germination and promote alien plant establishment. My research looks at mechanisms to mitigate this problem and promote rapid and economic transformation of old commercial forests (Acacia, Eucalyptus and Pinus) back to their historically biodiverse grassland states. Supervisor(s) Prof Kevin Kirkman Dr Michelle Tedder Sinenhlahla Mntambo (Hons Candidate) BSc Environmental Sciences (University of KwaZulu-Natal), Email:213509230@ukzn.ac.za Brief Description of Research (Max. 100 words) My research project is titled the effects of black and white frost on C3 and C4 grasses. The C3 grasses being used are Eragrostis curvula and Eragrostis teff, and the two C4 grasses will be Festuca rubra and Festuca arundinacea. The motivation behind the study is the gap in literature surrounding the effects of frost on grass survival and biomass production. The results of this study will offer insight on the response of these grasses to frost, and also the impacts frost will have on fire regimes and agricultural production in future.
Post Graduate template Please fill in details below: Luthando S. Madonsela (MSc. Candidate) BSc. LES (Life and Earth Sciences) Genetics and Microbiology University of KwaZulu Natal BSc. (Hons) Forensic Genetics University of KwaZulu Natal MSc. Genetics University of KwaZulu Natal Telephone: 071 354 5477 Email: luthando9302@gmail.com Antifreeze biology of selected Notothenioidei in different localities of the Southern Ocean The characterization of the suborder Notothenioidei is accomplished by a multitude of physiological and molecular adaptations. Antifreeze glycoproteins (AFGPs) in notothenioid fishes are essential for their survival in sub-zero waters as they prevent ice-crystal formation in body fluids. The evolution of AFGPs was deemed a key innovation as the emergence of the trait allowed notothenioid fishes to successfully exploit numerous marine ecological niches. As temperature predominantly affects the survival of notothenioid fishes, the study aims to determine the presence of the AFGP gene and subsequently determine AFGP gene expression in selected notothenioid species inhabiting Antarctic and sub-Antarctic localities. Supervisor(s) Dr. Tshoanelo Miya Dr. Oliver Zishiri
giving presentations/briefings to professionals, distributing information leaflets and making written information available to education, health and police authorities. Flyers and posters for display have also been provided to key agencies such as libraries, Children Centres, Citizen Advice Bureaux, The Women Centre, faith BME, and community organisations. This is an on-going activity. 16.2 Private fostering guidance and information is available to practitioners and specialist advice is accessible through the PF Co-ordinator, and also the Childcare Legal Team. 16.3 Under the private fostering regulations, identifying and reporting children who may be privately fostered is everyone’s responsibility. 16.4 The PF Co-ordinator will continue to promote and raise awareness of private fostering through coordination and working proactively with the DSCB, the communication team, all professionals and agencies who are involved or come into contact with children and young people through their work. The Children (Private Arrangement for Fostering) Regulations 2005 puts emphasis on the duty to notify the local authority of all PF arrangements, and to promote knowledge and awareness raising of private fostering in the public and agencies involved with children and young people. References: Department for Education (2014) Statistical First Release. Notifications of Private Fostering Arrangements in England: year ending 31 March 2014. Issues 10 July 2014, SFR22/2014. Ofsted Report (2014) Private Fostering: better information, better understanding January 2014, No. 130249. Published in January 2014
Registration process for police officers and staff on The Open University’s Postgraduate Certificate in Evidence-Based Practice Sponsorship This part of the document explains how your police organisation can sponsor students taking The Open University’s Postgraduate Certificate in Evidence-Based Practice where they are part of the policing workforce and their organization is paying all or part of their fees. Information about the Certificate can be found on the website at: . The Certificate is made up of two modules (codes UYP810 and BYP834) and each module requires a separate registration. The registration process Stage 1: Reservation You will need to notify the Student Registration Corporate Team that you wish to sponsor students on this qualification and indicate the number of students to be sponsored. They will need to know the student names, email addresses, telephone number and advise of their highest previous educational level as those without formal higher education will need to complete the exceptional entry process. Stage 2: Registration A corporate registration pack will be created and sent to you for you and the students to complete. You will need to complete the sponsorship agreement and return to the address directed in the pack. You will also need to distribute the student registration forms to each student for them to complete. There are three forms that need to be completed: Supplementary Information form Standard entry Students who hold a UK degree must complete this form and send in copies of their qualification certificates along with a completed registration agreement. This is to confirm students meet the entry requirements and to meet our Quality Audit requirements. No further checks will be undertaken where all relevant documentation is provided.