zilongwang/ReadingBank huggingface dataset:
Program Schedule Health Information Management The Health Information Management program includes 377 classroom hours, 290 lab hours, and 240 hour externship hours to satisfy institutional requirement for 907 contact hours over 37 weeks. Session Course Hours Lab Hours Externship Hours Total Contact Hours Session 1: Computer Office Technology, Medical Terminology I (6 weeks) This session is both classroom and lab intensive. Microsoft Word 24 14 38 Microsoft Excel 24 14 38 Keyboarding 24 14 38 Medical Terminology I 30 30 Total Hours 72 72 144 Session 2: Health Information Documentation, Medical Terminology II (10 weeks) This session is classroom intensive. Medical Terminology II 40 25 65 Health Information Management 40 25 65 Electronic Health Records 40 25 65 Total Hours 120 75 195 Session 3: Diagnosis & Procedure Coding ICD-10 PCS (10 weeks) This session is both classroom and lab intensive, providing students with hands on clinical experience. International Classification of Diseases/Procedures 36 20 56 Current Procedural Terminology 24 20 44 HCPCS Level II 6 6 12 Revenue Cycle Management 24 12 36 Coding for Medical Necessity 24 12 36 Total Hours 114 70 184 Session 4: Career Readiness, Work-based Activities (11 weeks) This session is classroom and lab intensive. It includes critical thinking and business/technical writing skills training. Certification Preparation 36 46 82 Job Placement Assistance- Critical Thinking/ Business/Technical Writing 35 27 62 Externship 240 240 Total 71 73 240 384 Program Total 377 290 240 907
Do: Tell someone appropriately if you think the group is being negatively impacted by their behavior. Don’t: Criticize an individual. Do: Help fellow students struggling to understand a difficult concept. Don’t: Add extraneous information that confuses the topic. Do: Stop and ask relevant questions-- if you don’t understand, chances are others are wondering the same thing! Don’t: Waste group time on off topic questions or issues that involve only you. Chain of Command Students in the program will follow the chain of command for grievances. Failure to respect the chain of command is considered unprofessional behavior. The chain of command is as follows: Take a complaint to the instructor first. It is unprofessional to discuss issues or problems with those that are not directly involved. The instructor will follow-up and give you a report. If the grievance remains unresolved, take the issue to the Program Director. After a period of investigation the appropriate person will report to you on the issue. If the situation remains unresolved, contact the Dean of Health Sciences. In the event that an individual is believed to have violated the code of conduct, that individual is subject to disciplinary action.
Instructions: Use the CMRS form below to identify and recommend appropriate Compliance Committee Members. Replace the detailed guidelines in the boxes below with your content. The Regulation – the Research Law of Origin, Regulation, etc. → Using your readings, activities and assignments as guidance, identify a specific Law/Regulation/Standard that each healthcare facility needs to be aware of and comply with during regular business in the USA. Locate its origin and copy it from there. For APA format, the needed citation must be recorded below in the box below. Citation for above law → Using Noodle tools, create a proper citation for the Law/Regulation/Standard above. Place the citation here in this box. Your Understanding Livewell’s Roll-out- Compliance Plan and Committee Explain the purpose → Using your own words and properly composed sentences, state the purpose of the above Law/Regulation/Standard – help us understand what this does for healthcare. Who and/or what does it protect? → Continuing from above – now that you have explained WHAT the law does, tell us who or what it protects – who benefits from the protection of the Law/Regulation/Standard? Who is at risk for violating it? → Now that we know what the Law/Regulation/Standard does and who it protects, indicate here who commonly violates it – is it patients, for example, or doctors, or healthcare facilities, etc. Who will coordinate the policy and monitor it? → -HIM Director -Medical Staff Office/Credentialing Director -Risk Management Officer -Human Resources Director -Patient Accounts Director -Nursing Administration Director -Quality Improvement Manager -HIPAA Privacy Officer -Patient Advocate Manager Now that you have the Law/Regulation/Standard identified, cited and fully explained – who (which job title) at the Livewell facility should monitor for it? Who, by virtue of their NORMAL ROLE AT LIVEWELL, is the most likely person that would identify risk for breaking this law? The title you list here IS THE TITLE that you have chosen as a member of the Compliance Committee at Livewell. Why should this be a part of the compliance committee/plan? Narrative in student’s own words – minimum of 4 sentences. → Please explain your connection between the Law/Regulation/Standard above and the Compliance Committee. Help us understand your reasoning, your choices above – why will LIVEWELL be more likely to avoid being charged with Healthcare Fraud and Abuse if they follow your recommendations for this Compliance Committee Member and monitoring of this Law/Regulation/Standard?
Date CPD Activity Location Duration HIMAA Domains CPD Points Claimed Quality Improvement Outcomes Planned/Possible Hourly activity based on educational effectiveness* - please add rows as needed 1 2 3 4 x hrs Total * See HIMAA Professional Credentialing Scheme Points Allocation Guide
Dataset Name: Chart/Visualization Name/s: Field Title Field Name Data type Description Confidential Screening/Billing Report (PM-160) Alpha There are two types of Confidential Screening/Billing Report (PM-160) forms: 1) Standard PM-160 is used to bill and report preventive health services on a FFS basis rendered to Medi-Cal and non-Medi-Cal eligible children and youth; and, 2) Information Only PM-160 is used to meet Federal Medicaid requirements for reporting preventive health services rendered to Medi-Cal recipients who are enrolled in a managed care plan in which CHDP services are capitated or receiving services from a Federally Qualified Health Center (FQHC), Rural Health Clinic (RHC) or Indian Health Clinic (IHC) [also known as Tribal Health Clinics (THCs)] Total children receiving CHDP services Numeric Count of children and youth enrolled in CHDP receiving Total amount paid for CHDP services Numeric Total amount paid by all funding sources (Medi-Cal Gateway, State only, and information only) State Fiscal Year SFY Numeric The State Fiscal Year (SFY) is represented by the beginning of the SFY which begins July 1st and ends June 30th of the following year. Funding Source Fund_Source Alpha Represents all funding sources, including: Fee-for-Service, Gateway, State-Only, and Information Only. Medi-Cal Funding Source FFS Numeric Describes data from CHDP participants whose service providers render services to full-scope Medi-Cal children and youth and are reimbursed through Medi-Cal FFS. Gateway Funding Source GFS Numeric Describe data from CHDP participants whose service providers render services to children and youth who are in full-scope Medi-Cal through the Gateway process and are reimbursed through FFS.
Data Dictionary Dataset Name: Chart/Visualization Name/s: Medi-Cal Certified Eligible Counts by County for March 2016 Field Title Field Name Data type Description Month of Eligibility MOE Text – Formatted (YYYY-MM) Month that an individual had certified Medi-Cal Eligibility * County County Plain Text County that an individual had certified Medi-Cal Eligibility * Dual Eligibles Plain Text Count of Individuals that are defined to be dually eligible Non-Dual Eligibles Plain Text Count of Individuals that are defined to be non-dually eligible Sum of Eligibles Number Sum of individuals who are certified base on Dual Status (Dual or Non-Dual) and based on the county For more information, contact
Technical Skills (Student Handout Point 2) I spend the bulk of my time teaching students about recognizing, eliciting, and strengthening “change talk,” which are statements suggesting that an individual has at least some interest in initiating a behavior change. Recognizing change talk. DARN (preparatory) CAT (implementing): D = Desire A = Ability R = Reason N = Need C = Commitment A = Activation T = Taking steps After reviewing the “DARN CAT” concepts and discussing the example statements for smoking cessation on the student handout, pick a different behavioral issue and ask students to provide new change talk examples. Possible target behaviors that have relevance to a student population include increasing sleep, decreasing alcohol intake, reducing social media use, making a dietary modification, or initiating a mindfulness practice. Recognizing change talk exercise. To give students practice in recognizing change talk, give them the example target behavior of initiating an exercise program. Ask them to indicate which of the following statements (listed on the student handout) are indicative of change talk. (The type of change talk is identified following each correct example.) I really can’t see adding anything to my schedule right now. I wouldn’t mind feeling less stressed-out all the time. – C (desire) I learned in my health class last semester that people who exercise regularly get sick less often. – C (reason) It’s not like I know anyone else who exercises. I always hated gym class when I was a kid. I have to admit I admire other students who somehow manage to squeeze in exercise on top of everything else they do. – C (desire) I’ve heard that some people get a sort of endorphin “high” after exercise. – C (desire) Who has time for taking care of themselves? I’m so tired of just sitting around studying all the time. – C (desire?) I don’t mind walking on a pretty day. – C (ability) When I was in high school, I actually played three sports. I decided that after Thanksgiving I am going to start doing something. – C (commitment) Isn’t there a drug for this? I know if I keep sitting on my butt all the time, I will just wind up burned out and unhealthy. – C (need) (based on the “Drumming for Change Talk” exercise in MINT, 2014) Some of these examples are intentionally ambiguous, depending on context, and so may spark interesting discussion.
President 2001-2003 Nominating Committee chair 2003- 2005 Public Service Award Committee chair 2014 Board of Trustees 2001-2003 Regional Representative 1988-1992 Committee of Visitors 2003 – 2011 Annual Giving Executive Committee 2005 - 2007 Chairman 2005- 2007 Board of Trustees, Alumna Trustee 2011- 2014 Community Awards/Articles 1994 Distinguished honoree, National Philanthropy Day, Philadelphia 1997 Profiled in the Pennsylvania Dental Journal “Women in Dentistry” issue, December, 1997. 2006 “Meet Your New President, Dr. Linda K. Himmelberger”, PDA Journal. vol.73, no 4. July/August 2006. pages 37-40. 2007 Profiled in PDA Transitions. “Get to Know Your PDA Board of Trustees”. December 2007. Professional Awards 2010 Valley Forge Second District Annual Recognition Award. 2011 The Distinguished Dentist Citation from the Pierre Fauchard Academy 2015 PDA Distinguished Service Award
Using the Remote Control Order Button Function ① Increase and Decrease Magnification ② Adjust Color Mode ③ Contrast Adjustment ④ Move Up, Down, Left, and Right ⑤ Select ⑥ FREEZE ⑦ Execute OCR (optical character recognition) ⑧ File Browser ⑨ Menu, to set User Preferences ⑩ Set Marker
Quick Start Button Guide No Function Remote Control Main Body 1 Power On - press and hold the Power button for 3 seconds 2 Power Off - press and hold The power button for 3 seconds 3 PC / CCTV Switch press simultaneously press the power button briefly when powered on 4 Light On / Off - press and hold the center position of the Jog Switch 5 Zoom In/Out short presses of short presses of the Jog Switch to the left or right 6 Change Color Mode short press of short press of the center of the Jog Switch 7 Quick Color Change press and hold 8 Setting Color Mode press simultaneously 9 Use Markers short press of 10 Adjust Marker Position press 11 Change Contrast short press of 12 Toggle Focus Lock press and hold 13 Check Reading Position press the simultaneously
14 Adjust Volume press 15 Adjust Voice Speed press the or 16 Freeze Image short press of 17 Save Frozen Image press and hold 18 Execute OCR short press of 19 Save OCR press and hold the OCR button 20 Media File Explorer press and simultaneously 21 OCR file Explorer press and simultaneously 22 Document File Explorer press and simultaneously. 23 Run the File Explorer short press of 24 Check Date / Time press and simultaneously 25 Activate Digital Photo Frame press and simultaneously. 26 Start and Stop Screen Saver press , and simultaneously. 27 Reset press the Power button while holding the center of the Jog Switch Note The below shortcuts are only available when using the live camera modes.
WARNING! For Your Safety Failing to follow the below precautions may cause serious injury or death. Please keep the GoVision away from extreme temperatures or humid conditions. Do not use the GoVision in environments above 104 degrees Fahrenheit (40 degrees Celsius) or lower than minus 50 degrees Fahrenheit (10 degrees Celsius). Do not connect the GoVision to ANY electronic devices not indicated in this manual. Do not use excessive force when adjusting the camera and camera arm. Install the product on a flat, level surface. Keep GoVision and its accessories away from infants, small children or pets. Safety Precautions Failing to follow the precautions marked with this sign, may result in personal injury or property damage.
Product Information Package Contents Please ensure all of the following items are included in your packing box. If any items are missing, please contact the dealer from whom you purchased the product. Note Contents may differ slightly from the actual components, as items are subject to change without prior notice to improve the quality of the product. Number Name GoVision Remote control Power adapter HDMI cable Headphone Quick start guide USB memory stick Optional X/Y moving table
Physical Orientation Please take a moment to familiarize yourself with the various parts and controls of the GoVision. Front Face Number Name Jog Switch Near View Mode Lens Monitor Power Switch Camera Arm Camera Connector Camera Back Face Number Name ① Remote Control Holder ② Lock Lever ③ Remote Control Port ④ Power Port ⑤ HDMI Port ⑥ USB Port
product. Point the camera toward your face. Using the Remote Control Order Button Function ① Increase and Decrease Magnification ② Adjust Color Mode ③ Contrast Adjustment ④ Move Up, Down, Left, and Right ⑤ Select ⑥ FREEZE ⑦ Execute OCR (optical character recognition) File Browser ⑨ Menu, to set User Preferences ⑩ Set Marker Quick Start Buttons Button Function Press , simultaneously Increase the contrast Press , simultaneously Decrease the contrast
Press for more than 2 seconds Enable and disable focus lock Press or Adjust the voice volume Press or Adjust the voice speed Press for more than 2 seconds Save the current OCR result Press , simultaneously Check the current date and time Press , , simultaneously Activate the screen saver Press , simultaneously Activate the digital photo frame Press , simultaneously The refresh rate change is 60Hz Press , simultaneously The refresh rate change is 50Hz
Note If problems occur, such as the document appearing upside down, terminate the function and start again. 4) Set OCR Reading Mode After the OCR scan is complete, you can customize how the text is displayed and spoken. Press [] on the remote control, and select [Advanced Options] Select [OCR Settings], then press [] or []. Select [OCR reading mode] and press [] or []. OCR reading mode options ① Image: The scanned image in its original form ② Whole text: The text result of the OCR analysis ③ Line: each line is displayed individually as it is spoken Word: each word is shown individually as it is spoken
The right to respect for private and family life, home and correspondence (qualified right) Family life, including outwith blood and formalised relationships. Privacy. Personal choices, relationships. Physical and moral integrity (e.g. freedom from treatment, harassment or abuse). Participation in community life. Participation in Access to personal information. Respect for someone’s home. Clean and healthy environment. Legal capacity in Accessible information and communication e.g. phone calls, letters, faxes, emails. The right to freedom of thought, belief and religion (qualified right) Conduct central to beliefs (such as worship, appropriate diet, dress). The right to freedom of expression To hold opinions. To express opinions, receive/impart information
Next steps A report of this discussion will be written to identify the next steps. You will be asked to comment on this report to ensure that it provides an accurate record of this workshop. Next steps will be coordinated by the project lead and may involve prioritising the impacts, identifying and gathering further sources of evidence (including any consultation) in order to make recommendations from the impact assessment, followed by undertaking and monitoring any actions identified. Appendix 1: Messages from the Health Inequalities Policy Review Structural Behavioural Fundamental causes Wider environmental influences Individual experiences Global economic forces Macro socio-political environment Political priorities and decisions Economic and work Availability of jobs. Price of basic commodities (e.g. rent, fuel). Economic and work Employment status. Working conditions. Job security and control. Family or individual income. Wealth. Receipt of financial and other benefits. Physical Air and housing quality. Physical Neighbourhood conditions.
The school day is made up of 5 one-hour lessons alternating on a two week cycle 8.25 am Pre-school supervision starts 8.35 am Staff Briefings 8.40am [Warning Bell] 8.45 am Registration 8.55 am Period 1 9.55 am Period 2 10.55 am Break 11.15 am Period 3 12.15 pm Period 4 1.15 pm Lunch 1.55 pm [Warning Bell] 2.00 pm Tutorial time 2.30 pm Period 5 3.30 pm End of school The curriculum in Years 7 and 8 Each school is required to deliver the National Curriculum, Religious Education and Sex and Relationship Education. The curriculum must provide opportunities to learn, to promote students’ moral, mental, physical and spiritual development and to prepare young people for the opportunities and responsibilities of adult life. We want our students to have a broad and balanced education that maximises their opportunities to experience success and develops their confidence as life-long learners. Our curriculum in Key Stage 3 aims to provide a seamless transition from the primary phase, and has been specifically organised around opportunities for students to develop five core skills – communication, investigation, analysis, creativity and evaluation. The table below shows how the 50 lessons per fortnight in Years 7 and 8 are distributed; Subject Hours per fortnight Subject Hours per fortnight English 6 Drama 2 Mathematics 6 Music 2 Science 6 Information Technology 2 Foreign Languages 5 Design Technology 4 PE 4 RE 2 History 4 Personal Development 1 Geography 4 Art 2 Cross-Curricular days There are four days each year on which the entire timetable is collapsed for the whole school. These days are used to engage all students in projects, cross-curricular themes, citizenship tasks and other learning opportunities. The themes for cross-curricular days have included aspiration, determination, and managing change. This year we are celebrating the 450th anniversary of the founding of the school, and the final cross –curricular day will focus on that aspect of the life of our school. These days are designed to help students develop the five core skills, to build on their ability to work as part of a team, and to provide challenging scenarios, which will encourage deep learning. Page 13 of 15 Homework Throughout Key Stage 3 (Years 7 and 8), homework will be set regularly. The amount and type of work set will depend on the subject and the student’s ability. We try to make sure that subjects are spread through the
Action Linked ‘We’ Statement Timescale Priority link Notes 1. Organise community events and activities in Dementia Action Week each year to raise awareness and reduce stigma We have the right to continue with day-to-day and family life, without discrimination or unfair cost, to be accepted and included in our communities and not live in isolation or loneliness May 2018 1 2. To attract new members to the DAA: Businesses Churches/Places of Worship To attract supporters to the DAA Individuals including carers and people living with dementia Parish Councils We have the right to be recognised as who we are, to make choices about our lives including taking risks, and to contribute to society. Our diagnosis should not define us, nor should we be ashamed of it End of Dec 2018 2 4 9 4 Target 5 new members 1st Phase – Barwell and Earl Shilton Target of 10 supporters 3. Deliver Dementia Friends sessions and increase number to 7,500 We have the right to be respected, and recognised as partners in care, provided with education, support, services and training which enables us to plan and make decisions about the future End of Dec 2018 All Currently at 5,237 4. To raise awareness and facilitate opportunities for people with dementia, their carers and interested parties to take part in research and become volunteers in the Research Network We have the right to know about and decide if we want to be involved in research that looks at cause, cure and care for dementia and be supported to take part All 5. To collate a comprehensive collection of documents of support services in the borough We have the right to an early and accurate diagnosis, and to receive evidence based, appropriate, compassionate and properly funded care and treatment, from trained people who understand us and how dementia affects us. This must meet our needs, wherever we live Ongoing All Brochure Information Hub at Age UK
4. में उसको चैन क्यों नहीं ? 5. से चार विशेषण शब्द 2. में से लिखिए। 3. को लिखिए। 1. धोता है। ( ) 2. तुम रहते हो ? ( ) 3. मेरे दादा जी ( ) 4. गुरु थे । ( ) 5. साल मैंने दुबई में पढा। ( ) 4. लिखिए। 1. में)
2. बाहर है ? में) 3. क्या आप गये थे ? (भविष्यत् में) 5. दिए से | झूठ - - - दया - - दूध – यह - - ग्राम – - पठ - बाहर - 6. दिए के अर्थ लिखिए | – घी जलाना – जान पर – – नौ दो ग्यारह होना -
17 18 19 20 21 ऐसे-ऐसे अलबम दंडक वन में दस ( बाल राम कथा ) बोध संवाद लेखन 5 6 3 2 3 23 22 23 24 25 PART – III Periodic Test 2 की रानी सोने का ( बाल राम कथा ) सीता की खोज ( बाल राम कथा ) राम और सुग्रीव( बाल राम कथा ) 8 2 2 2 अक्टूबर 18 26 27 28 जो देखकर भी देखते संसार पुस्तक लंका में ( बाल राम कथा ) 5 6 3 नवम्बर 22 29 30 31 मैं सबसे छोटी लोकगीत लंका बाल राम कथा ) 6 6 2 18 32 33 34 PART – IV Session Ending Examination (Cumulative) नौकर वन के में राम का बाल राम कथा ) 5 6 2 जनवरी 2019 22 35 में 6 फरवरी 23 वार्षिक परीक्षा
Winter Holiday Assignment Class-VI Subject-Hindi (Question Bank) Please note- Practice all the following questions on the rough note-book खंड-क 1)अपठित से सम्बंधित और प्रशन उत्तर खंड-ख और संबंधित प्रशनों के उत्तर दें:- 1)संज्ञा किसे है कितने भेद हैं? परिभाषा देते हुए भेद बताएँ | किसे हैं कितने भेद हैं? 4)सर्वनाम किसे है कितने भेद हैं? किसे है कितने भेद हैं? परिभाषा देते हुए भेदों दें | ख)सही भेद चुनें जासूसी ने समस्या ढूँढ संज्ञा संज्ञा संज्ञा समुद्री थे| संज्ञा संज्ञा संज्ञा 3)सभी प्रशंसा नही | संज्ञा संज्ञा संज्ञा में अनुशासनहीनता बढ़ती जा है | संज्ञा संज्ञा संज्ञा 5)मोहन गया | संज्ञा संज्ञा संज्ञा में तीस हैं| संज्ञा संज्ञा संज्ञा 7)पानी में बहुत है | संज्ञा संज्ञा संज्ञा जी अयोध्या आने घी गए | संज्ञा संज्ञा संज्ञा ग)वचन बदलकर भरें -- - पास ......हैं|(किताब) में बहुत से ) 3)मैंने भी है मैच ....... जीता गया 5)मैंने |(पहाड)
3 (School letterhead/logo) में भाग लेने के आमंत्रित जाता एक अवसर को तरीके से जान सकें और टीचरों व दूसरे माता-पिता से ……………………………………… में वाले के के एक सूचना संध्या …………………………………………… की करने के एक सूचना की से सम्बन्धित के टी ………………………………………….. के एक …………………………………………………………………………………. इसका आयोजन ……………………………………………………………………………………… (location) …………………………… (date) को …………………………………..(time) बजे जाएगा दुभाषिया उपलब्ध होगा दुभाषिया उपलब्ध होगा करते भाग ले और से की करते ………………………………. के इस भाग को भरें, काटें और ............................. (date) तक भेजें मैं ………………….. भाग ले मेरी संतान का नाम ……………………… उपलब्ध हो तो मुझे एक की ज़रूरत की ज़रूरत ……………………………… में
की 6 (School letterhead/logo) (Date) ................................................. (day) ...................................................................... (date) को ..................................... (time) बजे के अंत की के बंद ...........................................( day)....................................( date) को .......... (time) बजे दोबारा खुलेगा।
…………… (name) को ....................................... (phone) फोन करें। MEDICAL CONDITION HINDI 10
को भरें, काटें और ............................. (date) तक भेजें। मैं कक्षा ................ में वाले …………………………………… का नाम) को में भाग लेने की देता मैं $ का भुगतान करना या मैं के भुगतान करना $ संलग्न भुगतान के करना तो से करें। ................................................ SWIMMING PROGRAM HINDI 14 बैठक के 15 (School letterhead/logo) (Date) ………………………………………….., मैं के आमंत्रित करना संतान की की करने के एक बैठक संतान की की करने के एक बैठक संतान की से की करने के एक बैठक …………………………………………………………………से के …………………………………….(day and date) को ……………………….. (time) बजे ज़रूरत इस बैठक के कराया जाएगा। करते इसमें भाग ले समय आ सकते/सकती और बैठक के समय की व्यवस्था करना तो को ....................... (phone) करें।
Rohner, R.P. (1984). Toward a Conception of Culture for Cross-Cultural Psychology. Journal of Cross-cultural psychology. 15(2): pp. 111-138. Sapir, E. (1949). Culture, Language and Personality. California: University of California. Shunnaq, A. (1993). Lexical Incongruence in Arabic-English Translation due to Emotiveness in Arabic. Turjuman. 2(2): pp. 37-63. ______ (1998). Problems in Translating Arabic Texts into English. In Abdullah Shannaq, Cay Dollerup, and Mohammed Saraireh (eds), Issues in Translation. Irbid: Irbid National University & Jordanian Translators' Association, pp.33-52. Stevenson, C.L. (1963). Facts and Values. Yale: Yale University Press. Theodory, C. (1959). A Dictionary of Technical Terms. Beirut: Dar Al-Kutub Press. Van De Vijver, F. and Hutschemaekers, G. (1990). The investigation of culture: Current issues in cultural psychology. Tilburg: Tilburg University Press. Waard de, J. and Nida, E. (1986). From One Language to Another. Functional Equivalence in Bible Translating. Nashville: Thomas Nelson Publishers. Wilss, W. (1996). Knowledge and Skills in Translator Behaviour. Amesterdam/Philadelphia: John Benjamins. Winter, W. (1969). Impossibilities of Translation. In Thomas M. Olshewsky, (ed.), Problems in the Philosophy of Language. New York: Holt, Rinehart and Winston, pp. 477-489.
Pointing Some vegetables are more difficult to grow to perfection than others. There is a “league table” of vegetables which states the number of points they are worth when exhibited. This does not matter EXCEPT when you are displaying a collection of vegetables. The judge will give marks for each type against the maximum that the vegetable in question attracts. For example, the judge may award 12/20 for a potato of fair quality and 11/12 for a radish of excellent quality. The prize will go to the exhibit gaining most points. So the “fair” potato beats the “excellent” radish. Therefore try to include as many of the “high-pointers” as you can in your collection. Aubergines 18 Beans (for shelling) 15 Beetroot (globe) 15 Beetroot (long) 20 Broad beans 15 Broccoli (spears) 15 Brussels sprouts 15 Cabbage 15 Calabrese (heads) 15 Carrots (long) 20 Carrots (stump rooted) 18 Cauliflowers 20 Celery (blanched) 20 Chilli peppers 15 Courgettes 12 Cucumbers 18 Cucumbers (outdoor) 15 French beans 15 Garlic 15 Leeks 20 Marrows 15 Onions (large) 20 Onions (under 250gm) 15 Onions (salad) 12 Parsnips 20 Peas 20 Peppers 15 Potatoes 20 Pumpkins 10 Radish 12 Runner beans 18 Shallots (large) 18 Shallots (pickling) 15 Squash (winter) 10 Swede 15 Sweet corn 18 Tomatoes (standard) 18 Tomatoes (small) 12 Turnips 15
tourism around the world. But is this a good thing? Whilst the global brands and companies certainly provide quality assurance and service, they may erode the special ‘sense of place’ and cultural identity of a destination. And this is the challenge: how can we deliver a top-class tourism experience to international standards at the local level? Here we encounter the hybrid word ‘glocal’, combining global standards of expertise with the best in local products and skills. How might this be achieved at the destination of your choice? Hints For this question consider the major companies in your destination and compare them to the home-grown enterprises Chapter 7 An Introduction to the Tourism Geography of Europe Climate change means that tourists can no longer rely on winter snow in the Alps and that beach resorts are less attractive to the market with the risk of cataracts and skin cancer from exposure to the sun. Both winter sports resorts and beach resorts will therefore need to diversify their offerings or face receiving fewer visitors – how should they do this? Hints Here you need to think of three elements, the physical impact and the need to change the product, how demand will be impacted and education of both the tourist and the industry Despite a wide array of attractions, for visitors from Asia it is the heritage and culture of Europe that is the attraction. Yet, for many Asian visitors Europe is perceived as ‘an expensive museum’. How can this perception be changed so that Asian visitors can take part in the wider opportunities that European tourism offers? Hints For this point do an Internet search of prices to major European museums and galleries, once you have done this, consider the cost of a visit of two adults and two children Some travel commentators have asserted that low cost carriers, and the wide choice of city breaks that are available as a result, have done more to increase a cultural awareness of Europe in countries such as Britain than any number of directives from the European Union. Discuss whether there is any truth in this assertion. Hints Examine the route-maps of two leading LCCs and draw up a table of the different languages and cultures in each destination
GEOGRAPHY: RESPONSES FROM LEARNERS – NSC 2012 QUESTION 4.3.4 The increase in the urban population percentage in developing countries has created deterioration in city centres (urban blight). In a paragraph (approximately 12 lines) suggest ways in which the local government (city council) can solve the problem. (6 x 2) (12) 1 Actual Responses Comments They can fix buildings that have deteriorated and maintain them •• so they don’t become hazardous again. Attract people by building museums and sites of attraction in city centre. Reduce the amount of land pollution which will make it look better. •• Plant trees and flowers and make the city centre a better place to look at thus making it aesthetically appealing. •• Attract businesses by decreasing the land value of city centres. City council can chelsificate city centres. •• There should be better transport roots •• that are provided, for people. More jobs should be provided •• in city centres thus forming a market, which will help city centres. Mark: 12/12 (100%) (Level 7) The candidate suggests a wide variety of ways in which local government can solve the problem of the deterioration of city centres. The answer is factually correct and progresses logically. Terms used are geographically correct, for example chelsificate is the verb form of chelseafication. The use of this word is an indication of knowledge and insight. The answer is clear and concise. GEOGRAPHY: RESPONSES FROM LEARNERS – NSC 2012 QUESTION 4.3.4 The increase in the urban population percentage in developing countries has created deterioration in city centres (urban blight). In a paragraph (approximately 12 lines) suggest ways in which the local government (city council) can solve the problem. (6 x 2) (12) 4 Actual Responses Comments a) Rebuild broken houses. •• b) Reduce the number of people living in the area. •• c) Influx control. d) Construction of new houses. e) Creation of employment. •• f) Enforcing laws and fines. •• Mark: 8/12 (84%) (Level 5) The candidate manages to provide some suggestions as required. Solutions given are factually correct. Although the candidate shows some insight, he/she includes facts with the same implication, for example ‘Reduce the number of people living in the area’ and ‘Influx control’. ‘Construction of new houses’ is vague. Paragraph-style questions should not be answered in point form
Robert lives in Got flu vaccine from a pharmacist in Presque Isle Picks up his three prescriptions at his local pharmacy Sees a primary care doctor in Houlton HealthInfoNet is Maine's health information exchange, a secure statewide computer system that helps you get better, easier, safer care. northwestern Maine. Sees cancer doctor in Lewiston Gall bladder removed in Bangor reaction to penicillin in Calais Hospitalized for heart attack in Portland Using HealthInfoNet Robert's providers can find all this information in one secure electronic location. Better. Easier. Safer.
How a campus uses the HIP Taxonomy Framework for the institutional is a CAMPUS decision. Below are two suggested methods for gathering feedback using the taxonomy framework. Option #1 Distribute the taxonomy to a broad representation of faculty, staff, and administrators directly involved in the implementation and oversight of the specific high impact practice. Have each member go through each “program element” highlight the descriptions listed under the milestone column that best describes the current status of the practice on your campus. Each participant should score each program element. If the campus meets all of the standards within a particular milestone, then the overall program element can be judged as being at that level. For example, in order to say a campus is a “milestone 2” campus, it must meet all requirements in the milestone 2 column for the particular element. If the practice meets all of the standards in milestone 2 and a few at milestone 3, the campus is still only at milestone 2. Each participant’s summary scoring can be collected and compared to get a sense of what the majority of reviewers feel is the current status of each high impact practice. Once input is gathered from all team members and overall scores are obtained, the campus assessment of the high impact practice is complete. Option #1: Example Campus Y has sent out the taxonomy to a representative group, and a faculty member who leads a study abroad trip is asked to do the self-assessment from her perspective. Below is how she scored the self-study for study abroad for the first two elements (if it is shaded blue, she feels the campus meets that standard): For the program element “institutional commitment” the faculty member feels study abroad is at milestone 2, since she has highlighted all the criteria within that milestone for that program element.
Quality statement 3 Orthogeriatric model of care A patient with a hip fracture is offered treatment based on an orthogeriatric model of care as defined in the Australian and New Zealand Guideline For Hip Fracture Care.1 Purpose To ensure that from the time of admission, the care of patients with a hip fracture includes a shared care approach, and that the goals of care are agreed by patients and clinicians and informed by patient preferences. What the quality statement means For patients. If you have a hip fracture, you are involved in important decisions about your care from the time you are admitted to hospital. This includes working out what you would like the care to achieve, and the best way to get there. Your care is shared between clinicians with different areas of expertise. This will ensure all your health issues are taken into account, and give you the best chance of recovery. For clinicians. From the time of admission, offer patients with a hip fracture a formal orthogeriatric model of care that includes: regular orthogeriatrician assessment including medication review managing patient comorbidities optimisation for surgery early identification of the patient’s goals and care coordination. If appropriate and clinically indicated, provide multidisciplinary rehabilitation aimed at increasing mobility and independence, facilitating return to pre-fracture residence and supporting long-term wellbeing early identification of most appropriate service to deliver rehabilitation, if indicated ongoing orthogeriatric and multidisciplinary review including reassessment of cognition after surgery11, and discharge planning liaison with primary care, including falls prevention and secondary fracture prevention.1 For health services. Ensure systems are in place to offer patients with a hip fracture care that is based on an orthogeriatric model of care as recommended in the Australian and New Zealand Guideline for Hip Fracture Care.1 For hospitals that do not have a geriatric medicine service available, care should be undertaken by an orthopaedic surgeon, an anaesthetist and a physician or, if unavailable in rural and remote settings, another medical practitioner, using the orthogeriatric model of care. Indicator: Quality statement 3 3a: Evidence of orthogeriatric (or alternative physician or medical practitioner) management during an admitted patient’s hip fracture episode of care.
Plan Nerve Block in ED Completed: Done Not Done Physio to complete Cumulated Ambulatory Score (CAS) (Overall Score 0-6) Day 1 Post-op Day of Discharge (Day ……….. post-op) Date: Date: Bed Mobility – 0 Not at all 1 Assistance of 1-2 2 Independent Bed Mobility – 0 Not at all 1 Assistance of 1-2 2 Independent Sit to Stand – 0 Not at all 1 Assistance of 1-2 2 Independent Sit to Stand – 0 Not at all 1 Assistance of 1-2 2 Independent
Barbara Wright, PA Physician Assistant with Dr. Ellman Email: Phone: 303-233-1223; ext 6605 Samantha Gutierrez, MA Clinic Assistant and Surgical Scheduler for Dr. Ellman Email: Phone: 303-233-1223; ext 6605 Fax: 303-233-8755 Department Reasons to call Contact Information Triage (NavCentral) 24/7 Medical questions or concerns that require immediate attention Call: 303-233-1223 You will be connected to NavCentral or Triage Refill Requests (7am-3pm M-F) *Excluding Holidays Refills for prescriptions New prescriptions Questions about meds Call: 720-497-6662 Appointment Scheduling (9am-5pm M-F) *Excluding Holidays Schedule follow up appointments and office visits Answers questions regarding patient appts Call: 303-233-1223 Request Appointment scheduling or request ext 6060 Disability Paperwork/FMLA (9am-5pm M-F) *Excluding Holidays Questions and concerns regarding disability, FMLA paperwork / work notes. Fax: 720-497-6730 Please give us 5-7 days business days to complete FMLA paperwork Pre-Authorizations (9am-4:30pm M-F) *Excluding Holidays Insurance authorization questions, concerns regarding surgery, injections and imaging ordered by physician (MRI, CT, ultrasounds, EMG’s) Call: 303-233-1223 Request Pre-Authorizations or request ext 7331 Panorama Physical Therapy Schedule physical therapy appointments Questions or concerns for your therapist Golden: 720-497-6616 Westminster: 720-497-6666 Highlands Ranch: 720-497-6173 Rehabilitation Questions Specific questions about rehabilitation protocol not addressed by therapist Samantha Gutierrez 303-233-1223; ext 6605 CPM Questions Questions about CPM, problems with CPM Saundra Sorensen 303-932-6914 ext 3 Hip Brace Questions Questions about use of hip brace / settings DonJoy Representative 303-481-8256 The Basics Hip Labral Tear
Name(s) ______________________________ Loan #_____________________ Address___________________________________________________________ A. Household Expenses: Fixed Monthly Expenses: Payment: Rent Payment Household Gas bill Household Electric bill Heating Oil Water & Sewer Telephone Car Payment 1 Car Payment 2 Auto Insurance Life Insurance Medical Insurance Alimony / Child Support Alarm System Property Taxes/Insurance Other/Minimum Credit Card Payment from Section C Sub-Total FIXED Expenses: Variable Monthly Expenses Payment Groceries Eating Out Gas Bus/Taxi/Parking Car Repairs Toiletries/Hair Care Medical Prescriptions Day Care Cable TV/Internet Clothing/Laundry Lottery Church/Charity Entertainment Cell Phone Other Sub-Total, VARIABLE Expenses: Total Monthly Expenses: B. Your Monthly Income: Gross Income: Net Income (after taxes and deductions): $ $ Spouse or Partner’s Income Gross Income: Net Income (after taxes and deductions): $ $ Other Household Income: Gross Income: Net Income (after taxes and deductions): $ $ Describe: C. Credit Cards and Other Debt: Creditor Name: Payment: Balance: Total $ $ D. Surplus/Deficit: Total Net Monthly Household Income: $ Subtract Total Monthly Expenses: $ = Monthly Surplus or Deficit $ Signature:__________________________ Date: ___________________________
SNAP (Spokane Neighborhood Action Partners) Glenda and her husband Jerome have lived in their north side home for 44 years. Their home, like so much of Spokane’s housing stock, is aging. Older housing stock, like the Glenda and Jerome’s home, can pose a unique set of challenges for both homeowners and the community. This can be further complicated when low-income families occupy these homes and struggle to afford maintenance and repairs. Although the couple’s home may be cold and drafty, it is cared for meticulously. One of Glenda’s favorite things about her home is that it sits on a double lot. This leaves her plenty of room for one of her favorite pastimes, gardening. When summer ends, Glenda utilizes the remainder of her harvest to prepare canned goods for the winter. She cans everything from jams to sauces and salsas. The couple live on a fixed income. Gardening and canning are just one of the tools they utilize to make ends meet. “It’s always tough to budget, especially in the winter months,” explained Glenda. “We do what we have to to make it through.” Glenda and Jerome are not alone; in 2016, SNAP served 10,180 low-income residents 55 and older in various programs. “To be eligible for weatherization, a household of two has to make less than $2,949 a month” Cynthia Brower, SNAP’s Administrative Assistant explains, “most of the households we serve make much less than that. It doesn’t leave a lot of money for unexpected expenses.” According to , families with limited income, on average, spend 16% of their income on energy costs. That is why when Glenda saw a flier for energy assistance at the Avista Utilities energy fair, she marked it on her calendar. Financial assistance to help cover high-energy costs in the winter can allow for more money to spend on food, medicine and other essential needs. The Avista energy fair was the couple’s first introduction to SNAP. They learned they were eligible for a $400 toward their Avista bill. While speaking with a SNAP Energy Specialist, they also learned about the (WAP). The WAP program was launched in 1976 to save imported oil and reduce energy bills for vulnerable families. Recipients of the programs save an average of $283 per year in energy costs, according to the (NASCSP). The program
If there are people in your life that you don’t want accessing these communications, please talk with Megan Smith-Sallans about ways to keep your communications safe and confidential. CONSENT FOR TRANSMISSION OF PROTECTED HEALTH INFORMATION BY NON-SECURE MEANS I consent to allow Megan Smith-Sallans to use unsecured email and mobile phone text messaging to transmit to me the following protected health information: Information related to the scheduling of meetings or other appointments Information related to billing and payment Any other questions that the client may ask or information client requests via email or mobile phone text messaging. I have been informed of the risks, including but not limited to my confidentiality in treatment, of transmitting my protected health information by unsecured means. I understand that I am not required to sign this agreement in order to receive treatment. I also understand that I may terminate this consent at any time. (Signature of client) Date Communications Policy Megan Smith Psychotherapy P.C. Communications Policy Contacting Me When you need to contact Megan Smith-Sallans for any reason, these are the most effective ways to get in touch in a reasonable amount of time: By phone (402-871-5920.) You may leave messages on the voicemail, which is confidential. By secure text message By secure email By the secure contact page on the website (www.megansmiththerapy.com). If you wish to communicate with me by normal email or normal text message, please read and complete the Consent For Non-Secure Communications form included with these office policies. I subscribe to the following service(s) that can allow us to communicate more privately through the use of encryption and other privacy technologies. None of them will cost you money, but each requires some setup before they can be used. Please ask if you would like to use any of these services: Encrypted email. Secure text messaging. This service can be used on a computer or smartphone. Secure online video chat software. If you need to send a file such as a PDF or other digital document, please send using the secure email service, please send via the secure contact form on the website, please print and FAX it to 402-915-5072.
Lecture Notes Documentary Clips DIRECT STATION COLLABORATIVE STATION INDEPENDENT STATION Monday- Friday Teacher walks around during collaborative work sitting with each group checking for understanding and providing direct instruction when needed. Monday/Tuesday-Poetry Analysis Discussion Thursday/Friday- Chicano youth Movement guiding questions and film analysis. Monday/ Tuesdsay-Guided reading. Wednesday- Achieve 3000 Thursday/Friday- Guided Reading-
164.310(d)(2)(iii) Do you maintain a record of the movements of hardware and electronic media and the person responsible for its movement? (A) 164.310(d)(2)(iv) Do you create a retrievable, exact copy of EPHI, when needed, before moving equipment? (A) Technical Safeguards 164.312(a)(1) Access controls: Implement technical policies and procedures for electronic information systems that maintain EPHI to allow access only to those persons or software programs that have been granted access rights as specified in Sec. 164.308(a)(4). 164.312(a)(2)(i) Have you assigned a unique name and/or number for identifying and tracking user identity? (R) 164.312(a)(2)(ii) Have you established (and implemented as needed) procedures for obtaining necessary EPHI during an emergency? (R) 164.312(a)(2)(iii) Have you implemented procedures that terminate an electronic session after a predetermined time of inactivity? (A) 164.312(a)(2)(iv) Have you implemented a mechanism to encrypt and decrypt EPHI? (A) 164.312(b) Have you implemented audit controls, hardware, software, and/or procedural mechanisms that record and examine activity in information systems that contain or use EPHI? (R) 164.312(c)(1) Integrity: Implement policies and procedures to protect EPHI from improper alteration or destruction. 164.312(c)(2) Have you implemented electronic mechanisms to corroborate that EPHI has not been altered or destroyed in an unauthorized manner? (A) 164.312(d) Have you implemented person or entity authentication procedures to verify a person or entity seeking access EPHI is the one claimed? (R) 164.312(e)(1) Transmission security: Implement technical security measures to guard against unauthorized access to EPHI being transmitted over an electronic communications network. 164.312(e)(2)(i) Have you implemented security measures to ensure electronically transmitted EPHI is not improperly modified without detection until disposed of? (A) 164.312(e)(2)(ii) Have you implemented a mechanism to encrypt EPHI whenever deemed appropriate? (A)