zilongwang/ReadingBank huggingface dataset:
ID Number:____________________ Date:___________________ Please circle your level of agreement with the following statements. Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree I believe I can succeed in difficult situations. SA A NA/ND D SD I have considered changing my current major to another science or engineering major in a different department. SA A NA/ND D SD I feel comfortable asking questions in class. SA A NA/ND D SD I get along with other students who come from different backgrounds from me. SA A NA/ND D SD I feel I can maintain a healthy balance between academics and social relationships. SA A NA/ND D SD I feel the faculty in general, care about me as an individual. SA A NA/ND D SD I feel my faculty mentor cares about me as an individual. SA A NA/ND D SD I can complete the math requirements for my degree with an A or B. SA A NA/ND D SD I can complete the biological science (i.e., life, environmental) requirements for my degree with an A or B. SA A NA/ND D SD I can complete the physical science requirements for my degree with an A or B. SA A NA/ND D SD My science and/or engineering courses are not intellectually challenging. SA A NA/ND D SD My general electives are uninteresting. SA A NA/ND D SD Please mark your level of confidence concerning the following statements. I am confident… Not at all Confident Somewhat Confident Confident Mostly Confident Completely Confident I will keep my current major. 1 2 3 4 5 I will graduate in my chosen major. 1 2 3 4 5 I will excel in any science and engineering course. 1 2 3 4 5 I could succeed in any science and engineering major. 1 2 3 4 5 I can find help if I am having difficulty with my coursework. 1 2 3 4 5 I can find help if I am having difficulty in my peer relationships. 1 2 3 4 5 What is your current academic standing? (a) Freshman (b) Sophomore (c) Junior (d) Senior
13:00 – 13:45 Advances in Mechanical Circulatory Support in Lung Transplantation Dr. Christian Bermudez, MD Cardiothoracic Surgeon, Hospital of the University of Pennylvania 13:45 – 14:30 Suspended Animation Doug Fisher, CCP University of Maryland Medical Center 14:30 – 15:15 Patient/Family Communication Christy Bosler, PA Children’s Hospital of Philadelphia 15:15 – 15:30 BREAK Session 4 Moderator, Brandon Shade 15:30 – 16:15 Therapeutic Plasma Exchange for Lung Transplantation Amy Bates, CCP University of Maryland Medical Center 16:15 – 17:00 Penn ECMO Experience – A Nursing Perspective Mary Francis Quinn, RN Hospital of the University of Pennsylvania 17:00 – 18:00 Reception Sunday October 23, 2016 07:00 Registration / Breakfast 07:30 – 08:30 PSPS Business Meeting Session 1 Moderator, John Haddle 08:30 – 09:00 Anatomical Reconstruction Judy Buchman 09:00 – 09:30 09:30 – 10:15 ECMO Management: A Round Table Discussion Jim Connelly, CRT, Mike Hancock, CCP, Joe Evans, RN 10:15 --10:30 BREAK Session 2 Moderator, John Haddle 10:30 – 11:15 Navigating the Bridge: Pediatric Outpatient VAD Program Carley Bober, CRNP Children’s Hospital of Philadelphia 11:15 – 12:00 The Ethics of ECMO Withdrawal Dr. Michael D. Danhke, PhD Associate Teaching Professor, Drexel University Susan B. Williams BSN, RNC-NIC 12:00 – 12:45 The Team appROACH Greg Roach, CCP, LP, Hospital of the University of Pennsylvania 12:45 – 1:30 A Beneficiary of the Best Critical Care in the World H. Michael Dreher, PhD Dean and Professor School of Nursing, The College of New Rochelle
SCHEDULE AND ASSIGNMENTS: The Course may be accessed each week by going to the following link . Classes & Dates Topics to be Covered and Assignments 1 Sept 3 Introduction to the Course Explanation of the course: objectives, expectations, policies, class schedule, etc. Course Highlights Marketing Automation Demo – Planet Rx Read: Handbook – Introduction CRM Magazine: B2B Marketers Must Tackle Expanding Roles 2 Sept 10 Roadmap for Effective eMarketing Best Practices for introducing eMarketing to a multi-function organization. PowerPoint Lecture – eMarketing 101 Marketing Automation Demo – GE Plastics Read: Handbook – CH 1 & 11 Open Assignment #1 3 Sept 17 Web-based Marketing – A Model for Developing an Effective Internet Marketing Strategy Understand and apply the four elements of an Effective Internet Marketing Strategy PowerPoint Lecture – Effective Internet Marketing Strategy Lead Generation Demo – MD Solutions Read: Handbook – CH 2 & 14 Web Marketing Today: Using Incentives to Grow Your eMail List Ion: Get Ready for Better Landing Pages Open Assignment #2 Due Today: Assignment #1 4 Sept 24 eMail Marketing – All Direct Marketing is Not the Same Write offer letters that incorporate the A – I – D – A formula that has been proven to generates responses. Review Assignment #1 Customer Retention Demo – ProfitSearch Inc. Read: Handbook – CHs 3, 12 &13 Aberdeen Group – Email Marketing Customers Take It Personally Open Assignment #3 5 Developing eMarketing Campaigns PowerPoint Lecture – eMarketing Workshop I
Oct 1 and Programs Understand and apply the Roadmap for Effective eMarketing Campaigns Read: Handbook – CH 6 Open Assignment #4 Due Today: Assignment #2 6 Oct 8 eMarketing Design Guidelines Best Practices for html and text email; offer letters; Response Forms and Landing Pages; Viral Marketing; and re-offer and re-launch strategies Review Assignment #2 PowerPoint Lecture – eMarketing Workshop II SEO Demo – NEU Online Read: Handbook – CH 4 7 Oct 15 eMarketing Metrics & ROI Design meaningful reports of campaign activity and results from Web Analytics tools. Review Readings & Assignment #3 Read: Handbook – CHs 7,8 & 14 Marketing Sherpa - Guide To Web Analytics SE Watch – 4 Critical Metrics You Won’t Get From Google Analytics Silverpop – 2014 eMail Marketing Metrics Benchmark Study Open Assignment #5 Open First Three Minute Drill Due Today: Assignment #3 8 Oct 22 Mid-term Exam Tests understanding of: Best Practices for Landing Page construction; Proper formatting for database entries; Actionable metrics for email marketing campaigns. Open Mid-term in UVaCollab Take Home Mid-term Exam submitted by Class 9 Due Today: First Three Minute Drill 9 Oct 29 eNewsletters Develop eNewsletter campaigns which are an integral element of any customer nurturing or retention program. Review Mid-term Exams eNewsletter Demo – Standard & Poors Structured Finance Read: Handbook – CH 9
PENNSYLVANIA STATE PERFUSION SOCIETY FALL CONFERENCE October 27-29, 2017 Crowne Plaza Hotel, Friday October 27, 2017 17:00 - 20:00 Vendor Exhibit / Registration Session 1 Moderator, Mike Homishak 17:00 - 17:15 Welcome and Opening Remarks – Carmen Sciandra CCP, LP, PSPS President 17:15 - 18:00 Patient Blood Management and Perioperative Options: The Risks, Benefits and Alternatives to Transfusion Katy Loos, Patient Blood Management Director, Thomas Jefferson University Hospital 18:00 – 18:45 STS Quality Metrics and Fast Track Pathways Katherine Hilliard, Cardiovascular Surgery Physician Assistant, Pennsylvania Hospital 18:45 – 19:45 Light Dinner 19:00 – 19:45 Seven Years of Collaboration Between Surgeon and Perfusionist: What We've Learned From Each Other Dr. Mauricio Garrido, Cardiothoracic Surgeon, Abington Memorial Hospital Charles Yarnall, Perfusionist, Abington Memorial Hospital 19:45 – 20:30 Safety and Quality in the Operating Room Dr. Engy Hanna, Anesthesiologist, Abington Memorial Hospital 20:30 – 20:45 Closing Remarks Saturday October 28, 2017 07:00 – 08:00 – Registration / Breakfast Session 1 Moderator, Kathryn Gray 08:00 – 08:45 Myocardial Protection Reimagined – del Nido Cardioplegia Thomas Muziani PA-C, CP, President/CEO Hemo-Stat Blood Management Consulting 08:45 – 09:30 History of Cardiac Surgery in Philadelphia Dr. James McClurken, Cardiac Surgeon, Doylestown Hospital 09:30 – 10:15 Student Presentation # 1 (Anticoagulation Strategies) 10:15 – 10:30 BREAK Session 2 Moderator, Kathryn Gray 10:30 – 11:15 Clinical Application of Quest Cardioplegia and Its Benefits Richard Hayes Clinical Specialist, Quest Medical 11:15 – 12:00 Aortic Dissection: A Life’s Work Dr. Joseph Bavaria, Cardiothoracic Surgeon, Hospital of the University of Pennsylvania 12:00 – 13:00 -- Lunch Session 3 Moderator, Carmen Sciandra 13:00 – 13:45 13:45 – 14:30 Student Presentation # 2 (Hypothermia)
Action Points Who When Assessment policy to forward to members. CB/LE As soon as available Attend P7 Parents’ Evening to talk about Parent Council and PTA LE 20 June Nominations for Annual Parent Council Award SI May Investigating ideas for meeting areas for young people and pupils’ views DS As soon as available Letters to parents and carers of P7 pupils re Teacher of Food and Health post SI As soon as possible
Ps 119:33-40 ◻︎ Matthew 18:10-20 11 Ps 74 ◻︎ Acts 10:34-48 12 Ps 81 <<& 95>> ◻︎ Acts 11:1-18 13 Ps 84 ◻︎ Acts 11:19-30 14 Ps 72 ◻︎ Acts 12:1-11 & John 12:27-33 - for Holy Cross Day 15 Ps 80 <<& 23>> ◻︎ Acts 12:12-25 16 Ps 119:33-40 ◻︎ Acts 13:1-12 17 TRINITY 14/Ordinary 24 Ps 103:1-13 ◻︎ Matthew 18:21-35 18 Ps 104 ◻︎ Acts 13:13-41 19 Ps 90 ◻︎ Acts 13:42-14:7 20 Ember Day Ps 94 ◻︎ Acts 14:8-28 21 Ps 82 ◻︎ Acts 15:1-21 & Matthew 9:9-13 - for festival of St Matthew, the gospel writer and of the Twelve 22 Ember Day Ps 102 ◻︎ Acts 15:22-35 23 Ember Day Ps 119:41-48 ◻︎ Acts 15:36-16:5 24 TRINITY 15/Ordinary 25 Ps 145:1-8 ◻︎ Matthew 20:1-16 25 Ps 111 & 112 ◻︎ Acts 16:6-24 26 Ps 113 & 114 ◻︎ Acts 16:25-40 27 Ps 115 ◻︎ Acts 17:1-15 28 Ps 2 & 110 ◻︎ Acts 17:16-34 29 ST MICHAEL & ALL ANGELS' DAY Ps 103:15-22 ⎕ Revelation 12:7-12a (& Acts 18:1-21) 30 Ps 119:49-56 ◻︎ Acts 18:22-19:7 OCTOBER 1 TRINITY 16/Ordinary 26 Ps 25:1-9 ◻︎ Matthew 21:23-32 2 Ps 145 <<& 100>> ◻︎ Acts 19:8-20 3 Ps 127 & 128 ◻︎ Acts 19:21-41 4 Ps 149 ◻︎ Acts 20:1-16 5 Ps 148 [[& 150]] ◻︎ Acts 20:17-38 6 Ps 130 ◻︎ Acts 21:1-16 7 Ps 119:57-64 ◻︎ Acts 21:17-36 8 TRINITY 17/Ordinary 27
Center, Memorial Hermann Hospital- TMC, Houston, TX Course Director, Seventh Annual Pediatric Cardiology Symposium for the Primary Care Physician, October 14, 2011, Children’s Memorial Hermann Hospital Conference Center, Memorial Hermann Hospital- TMC, Houston, TX Course Director, Eighth Annual Pediatric Cardiology Symposium for the Primary Care Physician, November 17, 2012, Memorial Hermann Hospital Conference Center, Memorial Hermann Hospital- TMC, Houston, TX Course Director, Ninth Annual Pediatric Cardiology Symposium for the Primary Care Physician, November 2, 2013, Memorial Hermann Hospital Conference Center, Memorial Hermann Hospital- TMC, Houston, TX Course Director, Tenth Annual Pediatric Cardiology Symposium for the Primary Care Physician, October 18, 2014, Memorial Hermann Hospital Conference Center, Memorial Hermann Hospital- TMC, Houston, TX SPONSORSHIP OF POSTDOCTORAL FELLOWS: (include names and years) Ow Bong Kwon, MD – 1972-74 Judy J. Rigby, MD – 1974-76 Mansour Salehbhai, MD – 1975-1977 James H. Rogers, Jr., MD – 1976-78 Allen H. Rees, MD - 1977-79 Tadashi Hayashidera, MD – 1978-1980 Mohinder K. Thapar, MD – 1977-1980 Carlos N. Monarrez, MD – 1979-1981 Timothy A. Truman, MD – 1979-1980 Raju J. Kulungara, MD – 1980-82 Robert J. Voller, MD – 1980-1981 Ian C. Balfour, MD – 1980-1982 Saadeh B. Joureidini, MD – 1980-1982 Haitham N. Najjar, MD – 1983-1985 Subash C. Reddy, MD – 1992-1993 H. Y. Lee, MD – 1993-94 Ghasan Siblini, MD - 1997-1998 Kevin Wyle, DO - 1999-2000 Ashraf M. Nagm, MD – 2003-2004 Rabhi Hamza, MD - 2004-2005 William Wang, MD - 2005-2006 Jennifer Blake, MD – 2006-2008 Sumeet K. Sharma – 2007-2008 Georgios A. Hartas, MD – 2007-2010 Emmanouil Tsounias, MD – 2007-2010 Srilatha Alapati, MD – 2008-2012 Henry Burkholder, MD – 2009-2012 Tharak R. Yarrabolu, MD – 2009-2013 Raj Sahu, DO - 2010-2013
10/11/16 10:07 AM Harvest tools cleaned See Cleaning SOP (Removed dirt with brush, washed with detergent, rinsed, air dried) EAB 10/11/16 10:30 AM Dump Tank cleaned and sanitized See Dump Tank Cleaning and Sanitizing SOP (drained tank, washed with detergent, rinsed, sanitized with 150 ppm NaOCl) EAB Reviewed by: Title: Date:
17 Ps 120 & 125 ☐ Ezk 33:1-20 18 Ps 119:97-104 ☐ Ezk 33:21-33 19 TRINITY 23/Ordinary 33 Ps 90:1-12 ☐ Matthew 25:14-30 20 Ps 126 ☐ Ezk 34:1-16 21 Ps 129 & 131 ☐ Ezk 34:17-31 22 Ps 140 ☐ Ezk 36:1-15 23 Ps 144 ☐ Ezk 36:16-36 24 Ps 137 ☐ Ezk 37:1-14 25 Ps 119:105-112 ☐ Ezk 37:15-28 26 "TRINITY 25"/Ordinary 34 CHRIST THE KING Ps 100 ☐ Matthew 25:31-46 27 Ps 5 ☐ Ezk 38:14-23 28 Ps 7 & 11 ☐ Ezk 39:21-29 29 Day Of Prayer For Missionaries & Missions Ps 17 ☐ Ezk 40:1-4 30 Ps 26 ☐ Ezk 43:1-9 & Matthew 4:18-22 - for festival of St Andrew, of the Twelve DECEMBER 01 Ps 6 ☐ Ezk 44:4-8 02 Ps 119:113-120 ☐ Ezk 47:1-12 03 ADVENT SUNDAY Ps 80:1-7,17-19 ☐ Mark 13:24-37 04 Ps 18 ☐ Isaiah 40:1-11 05 Ps 28 ☐ Is 40:12-31 06 Ps 36 ☐ Is 41:1-7 07 Ps 29 [[& 96]] ☐ Is 41:8-29 08 Ps 40 ☐ Is 42:1-17 09 Ps 119:121-128 ☐ Is 42:18-43:13 10 ADVENT 2 Ps 85:1,2,8-13 ☐ Mark 1:1-8 11 Ps 41 & 61 ☐ Is 43:14-44:5 12 Ps 50 ☐ Is 44:6-28 13 Ps 59 ☐ Is 45:1-17 14 Ps 45 ☐ Is 45:18-25 15 Ps 53 ☐ Is 46
Ps 19 ☐ John 2:13-22 05 Ps 74 ☐ Jer 27 06 Ps 81 <<& 95>> ☐ Jer 28 07 Ps 84 ☐ Jer 37:1-10 08 Ps 72 ☐ Jer 21:1-10 09 Ps 80 <<& 23>> ☐ Jer 34:8-22 10 Ps 119:33-40 ☐ Jer 32:1-25 11 MOTHERING SUNDAY (Lent 4) Ps 107:1-3,17-22 ☐ John 3:14-21 12 Ps 104 ☐ Jer 32:26-44 13 Ps 90 ☐ Jer 37:11-21 14 Ps 94 ☐ Jer 38:1-13 15 Ps 82 ☐ Jer 38:14-28 16 Ps 102 ☐ Jer 39:15-18+51:59-64 17 Ps 119:41-48 ☐ Jer 39:1-14 18 PASSION SUNDAY (Lent 5) Ps 119:9-16 ☐ John 12:20-33 19 Ps 111 & 112 ☐ Jer 40 & Matthew 1:18-24 - for festival of St Joseph, the foster-father of Jesus 20 Ps 113 & 114 ☐ Jer 41 21 Ps 115 ☐ Jer 42 22 Ps 2 & 110 ☐ Jer 43 23 Ps 118 ☐ Jer 44:1-14 24 Ps 119:49-56 ☐ Jer 44:15-30 25 PALM SUNDAY (Lent 6) Ps 31:9-18[Bible:9-16] ☐ Mark 14:1-15:41(47) OR Philippians 2:5-11 26 MONDAY IN HOLY WEEK Ps 40 ☐ John 14 27 TUESDAY IN HOLY WEEK Ps 88 ☐ Jn 15 28 WEDNESDAY IN HOLY WEEK Ps 41 ☐ Jn 16 29 MAUNDY THURSDAY Ps 116 ☐ Jn 17 30 GOOD FRIDAY Ps 35 ☐ Jn 18:1-19:37 OR Mark 15:20b-41 31 EASTER EVE Ps 16 & 130 ☐ Jn 19:38-42 APRIL
25 Ember Day Ps 88 ☐ Judges 3:7-11 26 Ember Day Ps 119:89-96 ☐ Isaiah 44:1-5 27 TRINITY SUNDAY Ps 29 ☐ John 3:1-17 28 Ps 107 ☐ Jeremiah 14 29 Ps 116 ☐ Jer 22:1-9 30 Ps 121 & 123 ☐ Jer 23:1-8 31 Ps 132 ☐ Jer 46:1-12 & Mark 14:12-16,22-26 - Thanksgiving for the Holy Communion JUNE 01 Ps 120 & 125 ☐ Jer 12:7-17 02 Ps 119:97-104 ☐ Jer 16:19-21 03 TRINITY 1/Ordinary 9 Ps 81:1-10 ☐ Mark 2:23-3:6 04 Ps 126 ☐ Jer 17:19-27 05 Ps 129 & 131 ☐ Jer 17:5-8 06 Ps 140 ☐ Jer 9:23,24 07 Ps 144 ☐ Jer 31:31-34 08 Ps 137 ☐ Ezra 1 09 Ps 119:105-112 ☐ Ez 3:1-4:5,24 10 TRINITY 2/Ordinary 10 Ps 130 ☐ Mark 3:20-35 11 Ps 5 ☐ Ez 5 & Acts 11:19-30+13:1-3 - for festival of St Barnabas, the apostle 12 Ps 7 & 11 ☐ Ez 6 13 Ps 17 ☐ Ez 4:6-23 14 Ps 26 ☐ Nehemiah 1:1-2:8 15 Ps 6 ☐ Neh 2:9-20+ch.4 16 Ps 119:113-120 ☐ Neh 5 17 TRINITY 3/Ordinary 11 Ps 92:1-4,12-15 ☐ Mark 4:26-34 18 Ps 4 <<& 134>> ☐ Neh 6 19 Ps 9&10 (read as one psalm) ☐ Neh 7:1-4+11:1,2 20 Ps 25 ☐ Neh 12:27-31,38,40,43 21 Ps 27 ☐ Neh 13:4-31 22 Ps 13 ☐ Neh 9:38+10:28-39 23 Ps 119:121-128 ☐ Ezra 7
Add Target At the beginning of the risk analysis process and as the operating environment changes in your AOR, you will have to add new targets to PSRAT. To add targets to the target list, click on the “Add Target” button (Figure 9), located on the top left of the List Targets screen. After clicking this button an Add Target Screen (Figure 11) will popup. Figure - Add New Target Popup Delete Target To delete a target in the target list, click into any field on the row of the target you wish to delete. Look to the “Target Details” area at bottom portion of the screen. Make sure the target you want to delete is listed in the target details then click the “Delete Target” button which is located in the “Target details” part of the screen. Target Auditing Changes to the target list can be viewed by accessing the target’s audit log located in the top right of the List Targets screen. Click the Audit-Target button to see the: Target Name, Port, Target Class, User and Date Updated, and Type of change. More Target Details For targets that are not from the target class of Vessel or Barge more details about the target can be entered through the More Target Details button located at the bottom middle of the List Targets screen. This information does not directly feed into the risk equation, however it is qualitative information that should help inform your assessment of vulnerability and consequence factors in the Score Scenarios Screen. For Vessel or Barge class targets, more details can be added via the Target Memo field at the bottom of the List Targets screen. Score Scenarios This section of PSRAT is where you will perform a risk analysis of scenarios for each of the targets that have been created. PSRAT auromatically generates scenarios that are required to be assessed for each target, based on the target’s class assigned in the 1. List Targets process. If there are additional scenarios that you wish to assess, you may do so using the “Add Scenarios” button. Each scenario has an associated “Scenario Description” that will provide a synopsis of the attack mode. You will be required to evaluate the Threat, Vulnerability, and Consequences for each scenario. The available optional scenarios for each target include those that are not mandatory, but still possible. All attack types are not available for all target classes. The risk score is calculated based on the following main factors: Threat – what is the likelihood that terrorists will attempt the scenario?
PSR Quick Start Guide PSR Quick Start Worksheet You can use this worksheet to identify areas of high performance, potential improvement areas, relevant contextual factors, and stakeholders. Refer to your state’s PSRs (available at ) to complete the worksheet below. First, identify potential improvement opportunities… …then ask these questions about indicators with potential for improvement. PSR Policy/Practice Indicator Identify your state’s ratings for each indicator. What factors challenge or support implementation of policies and practices in the PSRs?* What stakeholders are necessary to support and implement these improvements? Excessive Alcohol Use Green Yellow Red Challenging Factors Supporting Factors Important Stakeholders State beer tax State distilled spirits tax State wine tax Commercial host (dram shop) liability laws Local authority to regulate alcohol outlet density Food Safety Green Yellow Red Challenging Factors Supporting Factors Important Stakeholders Speed of pulsed-field gel electrophoresis (PFGE) testing of reported E. coli O157 cases Completeness of PFGE testing of reported Salmonella cases Healthcare-Associated Infections (HAIs) Green Yellow Red Challenging Factors Supporting Factors Important Stakeholders State health department participation in statewide HAI prevention efforts Heart Disease and Stroke Green Yellow Red Challenging Factors Supporting Factors Important Stakeholders Implementation of electronic health records Pharmacist collaborative drug therapy management policy HIV Green Yellow Red Challenging Factors Supporting Factors Important Stakeholders State Medicaid reimbursement for HIV screening State HIV testing laws Reporting of CD4 and HIV viral load data to state surveillance program Motor Vehicle Injury Green Yellow Red Challenging Factors Supporting Factors Important Stakeholders Seat belt law Child passenger restraint law Graduated driver licensing system Ignition interlock law
Task: PA(C)4 - Obtains required information by asking appropriate and probing questions To be completed by the trainee To be completed by the reviewer Date of evidence Assignment description Evidence presented in support of rating Rating by trainee Decision tree path ref Rating by reviewer Decision tree path ref Reviewer’s name, signature & date of review Reviewer’s comments (if necessary) Trainee signature & date Trainee’s comments i.r.o. reviewer ratings for this topic if necessary: Task: PA(C)5 - Communicates effectively in written format To be completed by the trainee To be completed by the reviewer Date of evidence Assignment description Evidence presented in support of rating Rating by trainee Decision tree path ref Rating by reviewer Decision tree path ref Reviewer’s name, signature & date of review Reviewer’s comments (if necessary) Trainee signature & date Trainee’s comments i.r.o. reviewer ratings for this topic if necessary: Task: PA(C)6 - Communicates effectively in verbal format To be completed by the trainee To be completed by the reviewer Date of evidence Assignment description Evidence presented in support of rating Rating by trainee Decision tree path ref Rating by reviewer Decision tree path ref Reviewer’s name, signature & date of review Reviewer’s comments (if necessary) Trainee signature & date Trainee’s comments i.r.o. reviewer ratings for this topic if necessary: Task: PA(C)7 - Takes responsibility for own development To be completed by the trainee To be completed by the reviewer Date of evidence Assignment description Evidence presented in support of rating Rating by trainee Decision tree path ref Rating by reviewer Decision tree path ref Reviewer’s name, signature & date of review Reviewer’s comments (if necessary) Trainee signature & date Trainee’s comments i.r.o. reviewer ratings for this topic if necessary:
comparable to that expected. Overall the total contributory membership for the PSS and CSS at 30 June 2014 was higher than expected. The number of PSS preserved members at 30 June 2014 was lower than expected mainly due to previously preserved members re-joining contributory membership. The number of CSS preserved members at 30 June 2014 was comparable to that expected. The tables below summarise the total membership of the PSS and the CSS as at 30 June 2014: PSS Membership as at 30 June 2014 Male Females Total Number of Contributors 40,313 55,736 96,049 Total Salaries of Contributors $4,143m $5,096m $9,239m Number of Preserved Members 41,417 61,489 102,906 Number of Age Pensioners 14,170 15,551 29,721 Number of Invalidity Pensioners 1,359 1,811 3,170 Number of Dependant Pensioners 434 989 1,423 CSS Membership as at 30 June 2014 Male Females Total Number of Contributors 6,793 3,755 10,548 Total Salaries of Contributors $812m $398m $1,210m Number of Preserved Members 4,455 2,239 6,694 Number of Age Pensioners 53,096 20,451 73,547 Number of Invalidity Pensioners 8,397 3,920 12,317 Number of Dependant Pensioners 1,550 25,896 27,446 The following tables summarise the membership of the schemes since 2002:
50 60.2 29.6 61.0 26.9 Factor* 0.86 0.89 0.92 0.95 Resignation Assumptions – CSS (Age less than 54) (per 1,000 contributors at age shown) Age Attained Males Females Membership 0 Membership 10 Membership 0 Membership 10 20 86.2 0.0 59.2 0.0 25 84.0 45.5 62.2 30.7 30 71.5 35.5 49.3 43.3 35 70.3 30.8 47.1 36.5 40 74.0 29.4 41.1 30.2 45 74.9 28.7 33.0 24.4 50 81.7 31.2 30.1 23.2 Factor* 0.88 0.91 0.90 0.95 * These factors are used to determine rates for membership periods other than 0 and 10. The rate for membership period “y” where “y” is in the range 0-9 is derived by multiplying the membership 0 rate by the membership 0 factor raised to the power of “y”. For membership periods greater than 10 the rate for membership 10 is multiplied by the membership 10 factor raised to the power of “y-10”. Resignation Assumptions – CSS (Age 54) (per 1,000 contributors at membership shown) Membership (Years) Males Females
includes, but is not limited to, the federal requirement that you provide to the University documentary evidence of your eligibility to work in the United States. Signatures: Appointee: ______________________________ Date: _____________ Supervisor: _____________________________ Date: _____________ Human Resources: _______________________ Date: _____________
Analysis: Bulk analysis of materials in Figure 7 and 8 show generally similar features to one another, as well as the preform material in Figure 4 and 5. Figure 9: Comparison of d. OM336883 Red blow-molded bottle white and normal areas. Analysis: Closer inspection of the 1350-700 cm-1 region similar to the study of the organic preform, shows differences in relative compositions of the components, but less pronounced. Here, the white region (purple trace) has a slightly smaller contribution from the 973 cm-1 band compared to the preform. Blow-molded bottles, samples e. through h., were similarly compared in the 1350-700 cm-1 region. Figure 10: FT-ATR of e. NE52760171 Blue blow-molded bottle, white vs. normal area
School Improvement Plan Year - Year School Name: Achievement Focus: Performance Target: Action(s) Measure of Success Person(s) Responsible Timeline Action(s) Measure of Success Person(s) Responsible Timeline Monitoring November March May On Target Off Target On Target Off Target On Target Off Target Revised Action(s) – if off target Revised Action(s) – if off target Revised Action(s) – if off target District/School ____Improvement Plan Goals Strategies Indicators Timeline Responsibility
of Success School Improvement Plan Name of School School Year GOAL: ______________________________________________ (Source: Perception Surveys and Input from Staff and PSSC) Strategies/Actions Responsibility Timelines Measures of Success School Improvement Plan School Year Goal Rationale/Objectives Tasks Target Dates Person(s) Responsible Measures of Success 90% of all K-2 students reading Smaller group instruction benefits learning Ability grouping for Set up ability reading groups October Guided Reading every Catherine Carole Susan Allison Brent Students progress will be assessed every 6
BROCHURE Parents have always made great contributions to the quality of New Brunswick’s schools. Their success has ranged from supporting new literacy and math initiatives to defining expected behaviors, standards and assisting Principals in developing stronger volunteer programs. Now you can have even more impact through the Parent School Support
Committee (PSSC) in your school TAKE PART LET YOUR VOICE BE HEARD Who is on the Parent School Support Committee (PSSC)? A Parent School Support Committee (PSSC) consists of 6-12 members elected to ensure that parents’ voices are heard. Most members are parents of students, elected for a 3-year term. 1-2 community members can be appointed 1 Home & School representative will be appointed 1 high school student members, chosen by the student body; elementary and middle schools can appoint a student member 1 teacher member, elected by other teachers Your principal participates in all PSSC meetings What does my PSSC do? Your Parent School Support Committee (PSSC) focuses on the education priorities for your school. As a PSSC member you will: Help the Principal on education issues Work with the Principal to develop/monitor the School Improvement Plan Review the results of the School Performance Report Help the Principal develop school policies Communicate with the District Education Council (DEC) on PSSC matters Have input into the hiring of Vice Principal(s) and Principal Be involved in performance evaluations of Vice Principal(s) and Principal at the request of the Superintendent How Can I Get Involved? Parents of students in your school elect PSSC members at an open meeting organized by your School Principal in September. To run for election, you must be a parent of a student enrolled in the school. To serve as a community member, you must be nominated by a parent. Department of Education, school-system and school-based
Townsview School 122 Lewis P. Fisher Lane Woodstock, NB PSSC – Meeting Minutes Date: April 5, 2017 Time: 7:00pm PSSC Members Present: Pat Thorne, Angela Ketch Andrew Garnett Andrea Everett Carol Cormier Lisa Dunlop Anna Hamill Heidi Horner Kristen Stephens John Vail PSSC Members Regrets: Murray Lee Ligia Carvalho Sandy Schaeffer Steven Jones School/DEC Representation Present: Heather Hogan School/DEC Representation Regrets: Others Call to Order – Chair: Andrew Garnett (Chair) called the meeting to order at 7:00pm Approval of the Agenda: Moved by Lisa Dunlop Seconded by Heidi Horner To accept the February 1, 2017 Meeting Minutes as presented. All In Favor Motion Carried Approval of the Minutes from Previous Meeting: Moved by Anna Hamill Seconded by Lisa Dunlop To accept the April 5, 2017 Agenda as presented. All In Favor Motion Carried April 5, 2017 Page 2 – Townsview PSSC Minutes
concentration, major, option), and a coding by number, letter, or color of each course according to the categories of the curricular table previously submitted for Plan Approval (e.g., all studies in the major area marked “C” and so forth). These coded transcripts must be a part of the Self-Study document. Applications for: Concurrent Plan Approval and Final Approval for Listing (renewal applications only) Address items 1. through 16. above, except item 6. Omit item 4. unless the degree is a graduate program. Section II.C. Programmatic Areas – Introductory Information Before proceeding to the text outlines for Section II.C., please review the following 3 notes: The information requested is intended to complete the composite picture of programmatic offerings and activities. Answers should be summary and brief unless the institution determines otherwise. Exhibitions in this section refers to the overall exhibition program. Please do not repeat information provided elsewhere regarding exhibition requirements for specific degree programs (primarily Section II.B.) or types of degrees (primarily Section II.A.) If the information requested is available in documents provided in the Management Documents Portfolio (Section IV) or in an Appendix, please reference the location, providing in this section only the introductions or explanations necessary. Section II.C. Programmatic Areas – Text Outline Visual Arts Studies in General Education (refer to NASAD Handbook, Standards for Accreditation III.O. and Appendix II.E.) Art/design units have important responsibilities for the development of visual knowledge and skills among the general population. The most immediate of these responsibilities in multipurpose postsecondary institutions is with non-major students. However, attention to visual arts studies in general education extends into many other aspects of professional education and training. It is expected that each art/design unit will have specific objectives, policies, and programs to address this area. This portion of the Self-Study should assess the appropriateness and the effectiveness of these objectives, policies, and programs. Briefly describe objectives, policies, and programs concerning art and design studies in general education. As applicable, the statement should address such issues as: 1. The general college student; 2. Preparation of the professional artist/designer; 3. Faculty and administrative involvement; 4. The local community;
Psychology and Sport Sciences Research Seminars 2015-2016 SEMESTER A Day & Time: Thursdays 16.00-17.30 (but see a different start time on 26.11.15) Location: 2H255 (CP Snow, College Lane Campus) (except for an event on 26.11.15) Date Speaker / Topic Room 15.10.15 Sophie Scott, UCL “The psychology and neuroscience of laughter” 2H255 22.10.15 Martin Conway, City University “The phenomenology of autobiographical memory: Have we misled ourselves?” 2H255 29.10.15 Ryan McKay, Royal Holloway “Delusions, positive illusions, and jumps to conclusions: Understanding departures from rational belief” 2H255 05.11.15 Hannah Thompson, University of York “Semantic Aphasia: A comprehension disorder following stroke” 2H255 12.11.15 Angelica Ortiz de Gortari, Nottingham Trent University “Game Transfer Phenomena: Altered perceptions, automatic mental processes and behaviours after playing video games” 2H255 19.11.15 Laura Crucianelli, University of Hertfordshire “Bodily pleasure matters: The role of affective touch in a healthy sense of bodily self” Lisa Wheatley, University of Hertfordshire “An exploration of socioeconomic status differences in interaction during book sharing” 2H255 26.11.15 18:30 -20:00 Richard Wiseman, University of Hertfordshire (BPS London and Home Counties Networking event) “Deep impact: How to engage and energise the public with psychology” A154 (Lindop) 03.12.15 Jonathan Smith, Birkbeck “Interpretative phenomenological analysis: illustrating experiential qualitative psychology” 2H255 10.12.15 Lindsay Bottoms, University of Hertfordshire "The effects of carbohydrate mouth rinsing on sports performance" 2H255 (… continued on page 2) SEMESTER B
party. Although other terms and conditions can be changed from time to time at the discretion of the University, the at-will status of this agreement cannot be changed, amended, or altered. Termination is not reviewable under Staff Policy 70, Complaint Resolution, except for complaints of discrimination. Renewal or Extension of the Contract You and the University may agree to renew your appointment. In order for the renewal to be effective, you and the University must enter into a new employment agreement which sets forth the terms to the new agreement. In the alternative, the duration of the existing contract may be extended by mutual written agreement. The written extension must specify the new end date. Non-renewal and non-extension of your contract are not reviewable under Staff Policy 70, Complaint Resolution, except for complaints of discrimination. General Provisions Except for any other agreements set forth in the University of California State Oath of Allegiance, Patent Policy, and Patent Acknowledgement [and any other agreements], this contract constitutes the entire agreement between the parties and supersedes any other prior agreements and any other representations made to you about the terms and conditions of your employment, whether written or oral. The terms of this agreement, except the at-will status, may be modified only by subsequent written agreement signed by both parties. In the event that any part of this agreement is declared or rendered invalid by court decision or statute, the remaining provisions of the agreement shall remain in full force and effect. California law shall govern the interpretation and construction of this agreement. Other Conditions for Effective Contract This employment contract is not effective until you have completed all University payroll/personnel processing necessary to become a University contract employee. This includes, but is not limited to, the federal requirement that you provide to the University documentary evidence of your eligibility to work in the United States. Signatures Appointee Date Supervisor Date Human Resources Date
Date Topic Hours AAOS EMT Book Section & Chapters Emergency Care & Transportation, 10th ed. Other EMT Book Section & Chapters Registration/ Course Overview Module 1: Preparatory EMS Systems Workforce, Safety, and Wellness Medical, Legal, and Ethical Issues Communication and Documentation The Human Body 1 0.75 0.75 0.5 1.0 2.0 Section 1/Chapter 1 Section 1/Chapter 2 Section 1/Chapter 3 Section 1/Chapter 4 Section 1/Chapter 5 Module 2: Airway Airway Management Practical Skills Lab: Airway 3.0 3.0 Section 2/Chapter 6 CPR/AED ( Healthcare Provider or equivalent) Practical Skills Lab: CPR/AED 4.0 2.0 Section 2/Chapter 7 Module 3: Patient Assessment Patient Assessment Practical Skills Lab: Patient Assessment 3.0 3.0 Section 3/Chapter 8 Module 4: Medical Medical Emergencies Poisoning and Substance Abuse Behavioral Emergencies Environmental Emergencies Practical Skills Lab: Medical 2.0 2.0 2.0 2.0 2.0 Section 4/Chapter 9 Section 4/Chapter 10 Section 4/Chapter 11 Section 4/Chapter 12 Module 5:Trauma Bleeding, Shock and Soft Tissue Injuries Injuries to Muscles and Bones Practical Skills Lab: Trauma 2.0 2.0 2.0 Section 5/Chapter 13 Section 5/Chapter 14 Module 6: Special Patient Populations Childbirth Pediatric Emergencies Geriatric Emergencies Practical Skills Lab: Childbirth 2.0 2.0 1.0 1.0 Section 6/Chapter 15 Section 6/Chapter 16 Section 6/Chapter 17 Module 7:EMS Operations Lifting and Moving Patients Transport Operations Vehicle Extrication and Special Rescue Practical Skills Lab: Moving Patients 2.0 1.0 1.0 1.5 Section 7/Chapter 18 Section 7/Chapter 19 Section 7/Chapter 20 Additional Material Hazardous Materials Operations Incident Management Mass Casualty Incidents EMS Response to Terrorism Nerve Agent Antidote Kit 4.0 2.5 6.0 2.0 Supplemental Material Section 7/Chapter 21 Supplemental Material Supplemental Material
The ability to teach creatively and effectively to meet the needs of all learners. Ability to use both summative and formative assessment effectively. Knowledge and experience of developing a purposeful learning environment. Effective in the use of IT to enhance learning. An ability to disseminate good practice and support the development of others. Ability to set high standards and provide a role model for both pupils and staff. Ability to motivate and inspire pupils. Experience of and an interest in, using a range of new technologies to enhance learning. Parents and the wider Community Evidence of establishing positive relationships with parents/carers. An understanding of the importance of the school within a local, national and international context. An understanding of the need to work closely with a range of agencies. Evidence of promoting parental involvement and working with other agencies. Experience of developing community links at local, national or international level. Application form References Interview Equal Opportunities A strong commitment to the inclusive ethos of the school. Ability to establish purposeful learning experiences in which diversity is valued and where pupils feel secure, confident and are able to feel successful. Experience of working with children for whom English is an additional language or with a range of Special Educational Needs. Application form Interview Interpersonal skills Resilience, energy and enthusiasm. Effective communication skills. The ability to work as part of a team. Application form Interview
Criterion Reporting Disease or Condition Subtype Reporting Disease or Condition Subtype Reporting Disease or Condition Subtype Clinical Evidence Laboratory Evidence Epidemiological Evidence Notes: Each alternative disease or condition subtype is listed in a separate column. Each criterion (symptom, sign, lab result, immunization status, occupation, travel history, etc.) is listed in a separate row. Meeting the criteria listed under any single column of this table is sufficient to identify a case for reporting. [Change the generic “Disease or condition subtype” language to the appropriate term, which can be a clinical distinction (e.g., cutaneous anthrax, inhalational anthrax), or an agent (e.g., a type of arbovirus), or a route of exposure (e.g., foodborne botulism, wound botulism). Delete unnecessary columns. Use letter codes provided. Where the action of ordering a laboratory test meets a criterion for reporting, indicate by use of asterisk.] S = This criterion alone is Sufficient to report a case. N = All “N” criteria in the same column are Necessary to report a case. O = At least one of these “O” (Optional) criteria in each category (e.g., clinical evidence and laboratory evidence) in the same column—in conjunction with all “N” criteria in the same column—is required to report a case. (These optional criteria are alternatives, which means that a single column will have either no O criteria or multiple O criteria; no column should have only one O.) * A requisition or order for any of the “S” laboratory tests is sufficient to meet the reporting criteria. Table VII-B. Criteria for defining a case of [condition]. NOTE: Please remember to incorporate the criteria specified in Section VII above titled “Criteria to distinguish a new case of this disease or condition from reports or notifications which should not be enumerated as a new case for surveillance,” which should be considered in determining whether to count this as a new case. This section is not applicable if not relevant to the condition. Criterion Suspected Probable Confirmed Clinical Evidence Laboratory evidence Epidemiologic evidence
Foundation 16/3/15 to 16/3/19 Mr. Michael Crabb Smokeham, Nettlecombe, Bridport DT6 3ST 485457 Curriculum & Staff RE & PHSE Link Governor Special Responsibility for School Profile Music Performance 14.10.13 SEN for Governors 14.6.16 Safeguarding Level 1 26.6.17 Foundation Ex-Officio Revd Chris Grasske The Vicarage, Loders, Bridport, DT6 3SA cgrasske@outlook.com Collective Worship Foundation 6/1/14 - 5/8/18 Lauren Goringe The Lodge Rampisham Dorchester DT2 0PL 01935 83896 lauren_simon@btinternet.com Vice Chair of Governors French Link Governor Early Years/KS1 Link Governor Attendance Governor New Governors 17.3.14 Safeguarding 1 5/5/15 Governors & Finance 1 4/6/15 Governors & Finance 2 6/7/15 Prevent/Wrap Training June 2016 Effective Governance 11.5.17 and 18.5.17 Foundation 21/6/16 to 20/6/20 Felicity Fairbairn The Old Vicarage Powerstock Bridport DT6 3TE 01308 485178 felicitycfairbairn@gmail.com Chair of Finance New Governor’s Day 23.9.10 Safeguarding level 1 19.3.12 Preparing for Ofsted 2.12.13
Teaching Staff 12/2/16 to 11/2/20 Mrs. Anna Seal Gardener’s Cottage, Nettlecombe, Bridport DT6 3SS 485159 Finance, Environment & Pay ICT Link Governor Treasurer Safeguarding in Schools 1 26.617 Parent 6/1/14 - 5/1/18 Julia Stantiford 7 Old Mills Toller Porcorum Dorchester DT2 0QJ 01300 321548 Julia.stantiford@btinternet.com Curriculum & Staff Humanities Link Governor Maths Link Governor Equality Governor Safeguarding in Schools Level 1 May 2015 Parent 19.9.17 to 18.9.21 Joanna Moss 47, East Street Beaminster DT8 3DS 07873 209855 joannajmoss@gmail.com Finance, Environment & Pay Prevent online 19.9.17 Foundation Governor 16/3/15 – 15/3/19 Laetitia (Tisha) Crutchley North Eggardon Powerstock Bridport DT6 3ST 458332 crutchley3st@btinternet.com Finance, Environment & Pay Literacy Link Governor Health & Safety Governor New Governors Event April 2013 Governors & Finance 1 May 2013 Governors Finance July 2013 Preparing for Ofsted Dec 2013 Governors & Finance 2 June 2014 Managing Health & Safety in Schools March 2015 Effective Governance Nov 2015 Safeguarding Level 1 26.6.17
Foundation Governor 17/4/17 to 18/4/21 Dr Tim Connor Myrtle Cottage Powerstock Bridport DT6 3TD 485756 Chair of Curriculum & Staff Science Link Governor Safeguarding Level 1 23.6.09 New governors event 13.5.09 Effective Governance 1 11.5.17 Clerk to Natalie Green 5 Green Barton Swyre Dorchester DT2 9DN 898202 .uk Clerk to the Governors New Clerks Training 2013 Minute Taking 2014 Termly Clerk’s Governor Services, Diocesan Education Centre cc Full Governor Minutes Appointments & Cc Full Governor Minutes Appointments & Anna Hickman Governor Services, Dorset County Council, County Hall Dorchester, DT1 1 XJ Pam Clemett Diocesan Education Centre, Devizes Road, Salisbury,SP2 9LY 01305 224496 01722 746948 Anna.hickman@dorsetcc.gov.uk Instrument of Government 2015: 2 Parent Governors 1 Local Authority Governor 1 Headteacher 1 Staff Governor 7 Foundation Governors Quorate at 6 present
INFORMATION AND INTERVIEW FORMS FOR THE 2016-2017 PSTS Introductory Information “About the Awards” –two pages Form to list PSTS Judges – To be returned with Interview Forms Interview Forms Judging Guidelines for PSTS Applicants Science Talent Search- Introductory Information To: of Science Regional Directors and Coordinators From: Clay LaCoe, PJAS Region 2 Re: 2016 – 2017 Pennsylvania Science Talent Search (PSTS) Date: September 9, 2016 Please share this information with SPONSORS in your region. Pennsylvania Science Talent Search 2016 – 2017 Interviews for PSTS should be held in conjunction with the regional meetings of the Pennsylvania Junior Academy of Science (PJAS) in early 2017. All interviews for PSTS are conducted at Regional PJAS meetings; none are conducted at the State meeting.
25) Planning Phase: Perpetrator researches and determines logistics and planning. 26) Preparation Phase: Perpetrator gathers equipment needed to carry out event. 27) Approach Phase: The suspect has made plans and has committed to carrying out the act. Suspect is moving toward the intended target and will most likely be carrying the tools that are needed to complete the incident. 28) Hostage Situation: Involves an individual being held against their will. 29) Initial Phase: When individuals are taken hostage. 30) Negotiation Phase: Demands have been received and negotiations are in progress between the suspect and law enforcement. 31) Termination Phase: The final phase which will result in surrender, suspect arrested or killed, or demands met. 32) Barricaded Subject: A subject that has blocked themselves in an area. 33) Observation Phase: Information about the suspect is obtained. 34) Containment Phase: Officers are on scene and securing the surrounding area. 35) Termination Phase: The final phase which could end in arrest, recovery or fatality of the suspect. 36) Suicide: The act of taking one’s own life. 37) Suicide Attempt: Actively doing harm to one’s self while attempting to commit suicide. 38) Suicidal Threat: A threat to take one’s own life whether or not they have the ability or means to carry out the threat. 39) Missing Person: Anyone whose whereabouts is unknown regardless of the circumstances of the disappearance. 40) Abduction: Wrongfully taking or carrying away of one person by another by force, fraud or persuasion. 41) Amber Alerts: An urgent bulletin containing critical information about a child abduction case. 42) Silver Alerts: An urgent bulletin system to aid local law enforcement in the rescue of an elderly person with a cognitive impairment who is lost or missing.
Date Topic Hours AAOS EMR Book Section & Chapters Emergency Medical Responder 5th Ed. Other EMT Book Section & Chapters Registration/ Course Overview Module 1: Preparatory EMS Systems Workforce, Safety, and Wellness Medical, Legal, and Ethical Issues Communication and Documentation The Human Body 1 0.75 0.75 0.5 1.0 2.0 Section 1/Chapter 1 Section 1/Chapter 2 Section 1/Chapter 3 Section 1/Chapter 4 Section 1/Chapter 5 Module 2: Airway Airway Management Practical Skills Lab: Airway 3.0 3.0 Section 2/Chapter 6 CPR/AED ( Healthcare Provider or equivalent) Practical Skills Lab: CPR/AED 4.0 2.0 Section 2/Chapter 7 Module 3: Patient Assessment Patient Assessment Practical Skills Lab: Patient Assessment 3.0 3.0 Section 3/Chapter 8 Module 4: Medical Medical Emergencies Poisoning and Substance Abuse Behavioral Emergencies Environmental Emergencies Practical Skills Lab: Medical 2.0 2.0 2.0 2.0 2.0 Section 4/Chapter 9 Section 4/Chapter 10 Section 4/Chapter 11 Section 4/Chapter 12 Module 5:Trauma Bleeding, Shock and Soft Tissue Injuries Injuries to Muscles and Bones Practical Skills Lab: Trauma 2.0 2.0 2.0 Section 5/Chapter 13 Section 5/Chapter 14 Module 6: Special Patient Populations Childbirth Pediatric Emergencies Geriatric Emergencies Practical Skills Lab: Childbirth 2.0 2.0 1.0 1.0 Section 6/Chapter 15 Section 6/Chapter 16 Section 6/Chapter 17 Module 7:EMS Operations Lifting and Moving Patients Transport Operations Vehicle Extrication and Special Rescue Practical Skills Lab: Moving Patients 2.0 1.0 1.0 1.5 Section 7/Chapter 18 Section 7/Chapter 19 Section 7/Chapter 20 Additional Material Hazardous Materials Awareness Incident Management Mass Casualty Incidents EMS Response to Terrorism Nerve Agent Antidote Kit 4.0 2.5 6.0 2.0 Supplemental Material Section 7/Chapter 21 Supplemental Material Supplemental Material
Soft-Tissue Injuries Face and Neck Injuries Practical lab w/soft tissue injuries Practical lab with Tetracaine/Morgan lens 3 Section 7/Chapter 24 Section 7/Chapter 25 Head and Spine Injuries Practical lab w/ spinal injuries (KED and spinal immobilization) 4 Section 7/Chapter 26 Chest Injuries 2 Section 7/Chapter 27 Abdominal and Genitourinary Injuries 2 Section 7/Chapter 28 Orthopedic Injuries Practical lab w/ splinting 4 Section 7/ Chapter 29 Environmental Injuries Practical lab w allergic reactions (Epi-pen/IM Epi administration) 3 Section 7/Chapter 30 Obstetrics and Neonatal Care 2 Section 8/Chapter 31 Pediatric Emergencies Patient’s with Special Health Care Needs 4 Section 8/Chapter 32 Geriatric Emergencies Patient’s with Special Challenges 2 Section 8/Chapter 33 Section 8/Chapter 34 Incident Management Mass Casualty Incident Management: Modules 1 and 2 6 Section 9/ Chapter 38 Transport Operations Vehicle Extrication 1 Section 9/ Chapter 36 Section 9/ Chapter 37 EMS Response to Terrorism Nerve Agent antidote kit 2 Section 9/Chapter 39 WV EMT Protocols 4 Course review FINAL EXAM 2 Clinical Lab 8 10 patient contacts 155 hours