zilongwang/ReadingBank huggingface dataset:
Principle 2 Skill, Care and Diligence A Licensed Firm should act with due skill, care and diligence in the conduct of its business. Principle 3 Management A Licensed Firm should ensure that its affairs are managed effectively by its senior management. Principle 4 Systems and Controls A Licensed Firm should have effective systems and controls including risk management systems and adequate human and technological resources. Principle 5 Financial Prudence A Licensed Firm should maintain adequate financial resources. Principle 6 Market Conduct A Licensed Firm should observe proper standards of market conduct. Principle 7 Clients' Interests A Licensed Firm should have due regard to its Clients' interests and treat them fairly. Principle 8 Communications with Clients A Licensed Firm should pay due regard to the information needs of its Clients and communicate information to them in a way which is clear, fair and not misleading. Principle 9 Conflicts of Interest A Licensed Firm should manage conflicts of interest fairly, both between itself and its Client, and between a Client and another Client, and must organise its affairs such that conflicts can be identified. Principle 10 Relationship of Trust A Licensed Firm should discharge faithfully a responsibility of trust toward a Client, including, taking reasonable care to ensure the suitability of its advice and discretionary decisions for any Client who is entitled to rely upon its judgment. Principle 11 Client Assets A Licensed Firm should arrange adequate protection for Clients' assets when it is responsible for them in accordance with the responsibility it has accepted. Principle 12 Confidentiality A Licensed Firm should ensure that information of a confidential nature received in the course of dealings with its Clients is treated in an appropriate manner. Principle 13 A Licensed Firm should deal with all
Part 1.2 Key AML/CFT principles 1.2.1 Principle 1—senior management responsibility The senior management of a firm must ensure that the firm’s policies, procedures, systems and controls appropriately and adequately address the requirements of the AML/CFT Law and these rules. Note Firm is defined in r 1.3.1 and senior management is defined in the glossary. 1.2.2 Principle 2—risk-based approach A firm must adopt a risk-based approach to these rules and their requirements. 1.2.3 Principle 3—know your customer A firm must know each of its customers to the extent appropriate for the customer’s risk profile. Note Customer is defined in the glossary. 1.2.4 Principle 4—effective reporting A firm must have effective measures in place to ensure that there is internal and external reporting whenever money laundering or terrorist financing is known or suspected.
CONTENTS 1. 3 1.1 Application 3 1.2 Purpose 3 1.3 Interpretation 3 2. 4 2.1 Key terms 4 2.2 Basic Concepts 4 2.3 Key Requirements 4 2.4 Licence to conduct SFO Activities 5 2.5 Designated Representative 7 3. 8 3.1 Amendments to Articles of Association 8 3.2 Revocation of registration as a Single Family Office 8 3.3 Transfer of Shares 9 1 10 2 11
and accountability Audit committee ARRs — section 15.3 Page 7 Internal Audit ARRs — section 15.4 Page 18 Information systems and recordkeeping ARRs — section 15.5 Page 19 Governance — human resources Workforce planning, attraction and retention and performance ARRs — section 16.1 Page 20 Early retirement, redundancy and retrenchment Directive No.11/12 Early Retirement, Redundancy and Retrenchment ARRs — section 16.2 Appendix 3 Open Data Open Data: Overseas travel Consultancies Fees paid to board members ARRs — section 17 Appendix 2 Appendix 2 Appendix 1 Financial statements Certification of financial statements FAA — section 62 FPMS — sections 42, 43 and 50 ARRs — section 18.1 Page 45 Independent Auditors Report FAA — section 62 FPMS — section 50 ARRs — section 18.2 Pages 46–47 Remuneration disclosures Financial Reporting Requirements for Queensland Government Agencies ARRs — section 18.3 Page 34 Key FAA Financial Accountability Act 2009 FPMS Financial and Performance Management Standard 2009 ARRs Annual report requirements for Queensland Government agencies
Part 3 Write an email to a friend about your after school activities. Write about: - which activities these are - why you like Write doing them - who you like to do them with Write at least 80 words. _______________________________________________________________
2-4 Practice Writing Linear Equations Write an equation in slope-intercept form for the line described. 1. slope 2, y-intercept at 0 2. parallel to y = 4x + 2, y-intercept at 4 3. perpendicular to y = x + 2, 4. parallel to y = –3x + 4, x-intercept at 4 passes through (0, 0) 5. perpendicular to y = - x + , 6. slope – , x-intercept at 3 passes through (2, 3) Write an equation in slope-intercept form for each graph. 7. 8. 9. Write an equation in slope-intercept form for the line that satisfies each set of conditions. 10. slope –5, passes through (–3, –8) 11. slope , passes through (10, –3) 12. slope 0, passes through (0, –10) 13. slope – , passes through (6, –8) 14. parallel to y = 4x – 5, y-intercept at –6 15. slope , x-intercept at –1 16. perpendicular to y = 3x – 2 17. parallel to y = x – 10, x-intercept at 9 passes through (6, –1) 18. passes through (–8, –7), perpendicular to the graph of y = 4x – 3 19. RESERVOIRS The surface of Grand Lake is at an elevation of 648 feet. During the current drought, the water level is dropping at a rate of 3 inches per day. If this trend continues, write an equation that gives the elevation in feet of the surface of Grand Lake after x days.
Queen’s Counsel Application Form Equalities Monitoring Form Please complete this questionnaire. It will help us to monitor compliance with the non-discriminatory statement in the Guide for Applicants (Para 1.5 refers). This page will be detached from the rest of the form and the information in it will play no part in the decision whether you should be appointed or not. (dd/mm/yyyy) Date of birth: Sex: Male Female Please cross if you have disability: I would describe my ethnic origin as (please tick the one with which you most identify): White Scottish British Irish Other (please specify) Mixed White & Black Caribbean White & Black African White & Asian Other (Please Specify) Asian or Asian British Indian Pakistani Bangladeshi Other (Please Specify) Black or Black British Caribbean African Other (please specify) Chinese or Chinese British Chinese Other (please specify) Another other ethnic background Other (please specify)
SECTION 3: PLEASE PROVIDE A RESPONSE TO THE FOLLOWING QUESTION, USING NO MORE THAN 500 WORDS: Why do you think you are suitable for the post of Assistant Producer, and what skills will you will bring to the role? SECTION 4: REFERENCES Please provide details of two referees, one of whom is your current or most recent employer (or key client if freelance), and indicate at which stage you consent for these references to be taken up. Name: Relationship to you: Address: Contact numbers: Email address: Please contact prior to interview YES/NO Name: Relationship to you: Address: Contact numbers: Email address: Please contact prior to interview YES/NO Equal Opportunity Monitoring Questionnaire This section will be separated from your application on receipt. Any information provided is strictly confidential and will not affect your application.
University of Bedfordshire Course Journal Course(s)_________________________ Field/Course Board: ________________________ Site of Delivery (If applicable):________________________ Date of entry Good Practice Source* Aspects to be disseminated Action taken to disseminate Summary of issues Reference/ Date of entry Issue Source * Action - specific, measurable, achievable, realistic, time-set. Desired outcome Outcome Minutes ref. tracking Action to be taken Responsibility for taking action Date for action * Examples: EE Report, student feedback, TQSC etc
University of Bedfordshire PLAN ARISING FROM FIELD REPORT FOR ACADEMIC SESSION __________________ FIELD: Serial Issue (Outlined including approval or review Action(s) required By whom (main person responsible in bold) By when Resource needs with any costings Success Criteria - expected outcomes Monitoring Current status 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12 Signed: Sub-Dean (Quality)
Q36H3-A 911-0723 Q36H3-B 911-0723 Q36H3-C 911-0723 Q43H3-A 911-0723 Q43H3-B 911-0723 Q43H3-C 911-0723 Q48H3-A 911-0723 Q48H3-B 911-0723 Q48H3-C 911-0723 Q60H3-A 911-0723 Q60H3-B 911-0723 Q60H3-C 911-0723 Q-Tec User Information Manual Q**H*D3 Dehumidification Series Q-TEC Heat Pump Units Model Literature Assembly Installation Manual Parts Manual Wiring Diagram Q24H3DA 911-0730 Q24H3DB 911-0730 Q24H3DC 911-0730 Q30H3DA 911-0730 Q30H3DB 911-0730 Q30H3DC 911-0730 Q36H3DA 911-0730 Q36H3DB 911-0730 Q36H3DC 911-0730 Q43H3DA 911-0730 Q43H3DB 911-0730 Q43H3DC 911-0730 Q48H3DA 911-0730 Q48H3DB 911-0730 Q48H3DC 911-0730 Q60H3DA 911-0730 Q60H3DB 911-0730 Q60H3DC 911-0730 Q-Tec User Information Manual
Q**H2 Series Q-TEC Heat Pump Units – 9 EER Model Literature Assembly Installation Manual Parts Manual Wiring Diagram Q24H2-A 911-0625 Q24H2-B 911-0625 Q24H2-C 911-0625 Q30H2-A 911-0625 Q30H2-B 911-0625 Q30H2-C 911-0625 Q36H2-A 911-0625 Q36H2-B 911-0625 Q36H2-C 911-0625 Q42H2-A 911-0625 Q42H2-B 911-0625 Q42H2-C 911-0625 Q48H2-A 911-0625 Q48H2-B 911-0625 Q48H2-C 911-0625 Q60H2-A 911-0625 Q60H2-B 911-0625 Q60H2-C 911-0625 Q-Tec User Information Manual Q**H*D2 Dehumidification Series Q-TEC Heat Pump Units Model Literature Assembly Installation Manual Parts Manual Wiring Diagram Q24H2DA 911-0627 Q24H2DB 911-0627 Q24H2DC 911-0627 Q30H2DA 911-0627 Q30H2DB 911-0627 Q30H2DC 911-0627 Q36H2DA 911-0627 Q36H2DB 911-0627 Q36H2DC 911-0627
Q42H2DA 911-0627 Q42H2DB 911-0627 Q42H2DC 911-0627 Q48H2DA 911-0627 Q48H2DB 911-0627 Q48H2DC 911-0627 Q60H2DA 911-0627 Q60H2DB 911-0627 Q60H2DC 911-0627 Q-Tec User Information Manual Q**H Series Ventilation Option Installation Manuals QCRV Commercial Room Ventilator QERV Energy Recovery Ventilator Q**H Series Accessory Installation Manuals QSW42A, QWS42A-16, QWS42A-19, QWS42A-20, QWS42A-23, QWS42A-30 Series Wall Sleeve (2.0-3.5 ton units) QLS2 Series Standard Outdoor Louver (9EER 2.0-3.5 ton units)(10EER QLS2 Series Standard Outdoor Louver (9EER 2.0-3.5 ton units) (10EER submittal information QLG Standard Outdoor Louver Installation Instructions (obsolete) QWS42A-H19 Series Hurricane Wall Sleeve (9EER 2.0-3.5 ton units)(10EER 2.0-3.0) Hurricane Outdoor Louver (2.0-3.5 ton units) (10EER 2.0-3.0) QWS48A, QWS48A-16, QWS48A-19, QWS48A-20, QWS48A-23, QWS48A-30 Series Wall Sleeve (9EER 4.0-5.0 ton units)(10EER 3.5-5.0) QLS4 Series Standard Outdoor Louver (4.0-5.0 ton units) (10EER 3.5-5.0) QLS4 Series Standard Outdoor Louver (4.0-5.0 ton units) (10EER 3.5-5.0) submittal information QWS48A-H19 Series Hurricane Wall Sleeve (4.0-5.0 ton units) (10EER Hurricane Outdoor Louver (4.0-5.0 ton units) (10EER 3.5-5.0)
61) President Clinton’s decision making style was A) to immerse himself in the details of policy and run an open White House, soliciting the advice of a large number of aides. B) to set up a chain of command in which all advice was sent upward to his Chief of Staff who then presented Clinton with the decision-making options. C) highly organized and decisive, with the president actually flipping a coin to decide issues where his advisors are evenly divided. D) to delegate so much decision making authority to his aides that the media often call them his handlers. E) to remain highly isolated and make most decisions in consultation only with his two closest advisors. Answer: A Page Ref: 406 62) The president who was known as the consummate delegator because he dispersed authority to his advisors was A) John F. Kennedy. B) George Bush. C) Ronald Reagan. D) Jimmy Carter. E) Lyndon Johnson. Answer: C Page Ref: 406 63) George W. Bush’s management style is A) wheel and spokes. B) chaotic. C) hierarchical. D) transitional. E) to delegate. Answer: E Page Ref: 406 64) A presidential veto of legislation passed by Congress A) can be overturned only by majority vote of the Supreme Court. B) cannot be overturned. C) can be overturned by a majority vote of both the House and the Senate to override the veto. D) can be overturned by a two-thirds vote of either the House or the Senate to override the veto. E) can be overturned by a two-thirds vote of both the House and the Senate to override the veto. Answer: E Page Ref: 408 65) The pocket veto can only be used A) when a new president is about to take office. B) during a presidential election year. C) when Congress is in session. D) on appropriations bills. E) when Congress is adjourned. Answer: E Page Ref: 408-409 66) The Constitution gives the president the power to influence the legislative process through his responsibility to A) make laws by decree without the consent of Congress in some situations. B) direct the business of Congress and initiate impeachment. C) report on the state of the union and veto acts of Congress. D) recommend legislation and make appointments. E) manage the economy, lead the party, and deal with national crises. Answer: C Page Ref: 408
Plan, how to guarantee assistance to consumers within the Exchange, etc. will have a direct impact on each and every New Yorker who currently receives or will receive health insurance benefits through a qualified health plan under the Exchange beginning in 2014. It is also true that tens of thousands of New Yorkers with multiple and complex chronic conditions may have special needs when it comes to their ability to interpret quality ratings of participating Health Plans. For this reason and because we have prior experience as providers dealing with some of the issues that impact consumers of our services as they deal with their insurers, during the interim Exchange period (2014-2016) New York State must re-double its’ efforts to conduct adequate surveillance and compile accurate and timely information regarding the performance of health plans participating in the Exchange, and to communicate this information in a manner that makes sense to individuals with cognitive and other challenges. We do not think it advisable for NYS to defer to existing measures of quality and satisfaction over the next two years without first taking a hard look at: 1) the resources the state currently devotes to the collection of this information and the reporting mechanisms in place to gather it from participating health plans and customers; and, 2) how we meet the needs of health insurance consumers in terms of spreading the word regarding their rights and responsibilities – and particularly as the information relates to behavioral health services. In short, we feel strongly we must take the time to agree upon how we are going to define and / or operationalize the terms “quality” and “satisfaction” as they relate to Qualified Health Plans between 2014-2016. This is not an issue or an exercise that should be postponed. It is precisely because the initial results of the Exchange experiment between 2014 -2016 are so important to the long-term functioning and success of the Exchange that we feel it is essential to take a step back and look at how NYS currently defines quality and satisfaction, and how we go about collecting the information to come up with ratings for plans. The one thing we are sure of as behavioral health providers is that current attempts by the state to monitor plan behavior
Part B: School identified priorities Area of activity: Assessment strategies Context: A new School Assessment Strategy was drafted in 2016/17 but had not been approved by all course committees until 2017/18. Following completion of the approval processes, a SASQC project was established to review assessment at course level to ensure implementation of the School Assessment Strategy. As the full portfolio of UG courses was to be revalidated as part of the Curriculum Refresh project, it was decided that it would be appropriate to start with a review of assessment strategies for these courses. Overall objective Specific actions Who is leading How achievement will be judged Intended completion date Ensure that course assessment strategies are informed by the principles of assessment in the new School Assessment Strategy. Review course assessment practices for UG courses against the School Strategy. Quality Manager Report on findings of the review (to SASQC) and make recommendations. March 2017 Review and report on the implementation of the School Assessment Strategy at course level to SASQC. Quality Manager Production of course assessment strategies. July 2017 Progress: SQM presented a report on the alignment of current course strategies to SASQC in March 2017. Here it was established that several courses did not have an articulated strategy and it was requested that these were developed in advance of the start of the 2017/18 year to be published in Student Handbooks. The remaining course strategies generally aligned well to the School’s expectations, although SASQC agreed that it would be useful to articulate more clearly at course level where formative assessment points take place. Final course strategies were review by the QM on behalf of SASQC in July. A key focus of the School Assessment Strategy is to ensure that students are provided with formative assessment and feedback in time for this to be used effectively in subsequent summative assessments. We anticipate that this is going to make the most difference for 1st year students who lack confidence in assessment in the first term, and would hope to see fewer students fail modules in the first year as a consequence of this change (which will be evidenced in the September 2017 failure data).
Part A: ASQC required reporting Area of activity: Context: Overall objective Specific actions Who is leading How achievement will be judged Intended completion date Progress: Part A: ASQC required reporting Area of activity: Context: Overall objective Specific actions Who is leading How achievement will be judged Intended completion date Progress:
Part B: School identified priorities Area of activity: Context: Overall objective Specific actions Who is leading How achievement will be judged Intended completion date Progress: Part B: School identified priorities Area of activity: Context: Overall objective Specific actions Who is leading How achievement will be judged Intended completion date Progress:
Division)/ Passn2 managerial occupation No No % No % No % No % No % No % No % Level 5/6/7n1 2015/16 (CSQR reporting year) Total First Class Hons/ Distinctionn2 Second Class Hons (First Division)/ Second Class Hons (Second Division)/ Passn2 Third Class Hons Ordinary Degree Other Interim In further study or professional/ managerial occupation No No % No % No % No % No % No % No % Level 5/6/7n1 Key to achievement data table: n1Level 5/6/7 Please delete as appropriate, e.g if the course is a Foundation Degree, please show as Level 5 n2First Class Hons/Distinction Please delete as appropriate for the award, e.g. for Foundation Degrees and post-graduate qualifications, please show ‘Distinction’, Commendation’, ‘Pass’ or Other Interim. Total No. Total number of students awarded during the academic year No. Student numbers – numbers recorded in these sections should add up to the figure placed in the “Total No.” section % This should be a percentage breakdown of the “Total No.” Other Students who were awarded any other interim award, e.g. Dip HE / Cert HE.
external examiner and academic liaison tutor Changes to assessment to be completed and submitted to Nottingham Trent University for approval by June 2019 course committee Changes made: 2000 essay replaced with reflective blog, presentation reduced from 30 minutes to 20 minutes. Policy owner CADQ Change history Version: Approval date: Implementation date: Nature of significant revisions: Sept 2017 12.09.17 01.10.17 New supplement Sept 2018 12.09.18 01.10.18 None Equality Impact Assessment Version: EIA date: Completed by: Sept 2016 NA
Data Please use the tables provided to set out data for the current reporting year, along with that of the previous two reporting years. All sites Progression Data (following referral boards) 2015/16 (CSQR reporting year) Total enrolled Pass 1st Attempt Pass following referral Fail & Repeat Fail & Terminate Withdrawn Intercalated No. No. % No. % No. % No. % No. % No. % Level 4 Level 5 Level 6 2016/17 (CSQR reporting year) Total enrolled Pass 1st Attempt Pass following referral Fail & Repeat Fail & Terminate Withdrawn Intercalated No. No. % No. % No. % No. % No. % No. % Level 4 Level 5 Level 6 2017/18 (CSQR reporting year) Total enrolled Pass 1st Attempt Pass following referral Fail & Repeat Fail & Terminate Withdrawn Intercalated No No. % No. % No. % No. % No. % No. %
Part D: Rolling action plan The Course Team should first report on progress made with the previous year’s action plan and note any actions which are incomplete or ongoing. Where actions are ongoing they should be incorporated into the action plan for the coming year. The action plan should explicitly state where actions are rolled over from the previous plan. All actions should be cross-referenced to the main body of the report. Actions should be specific, have final dates for completion rather than be ‘ongoing’ and should specify the person or group or committee responsible for taking the action forward. The rolling action plan is a separate document which can be easily considered at each course committee. You need to include the following kinds of information: what is the issue that needs addressing what do you anticipate being the final outcome what action(s) will need to be taken to reach this outcome when will the team aim to have these actions completed who will lead at which course committee will it be addressed/ discussed/reviewed the date when the issue gets closed down Rolling action plan Site name: No. Action Point Section in CSQR: Date to be completed: To be completed by: Progress and outcome 1. EXAMPLE Review the assessment on module XXXXX in line with feedback from the C1 Review to be completed 31 March 2019 Module leader, course leader, Review of assessment completed 31 March and approved by NTU July 2019.
Site Name Progression Data (following referral boards) 2015/16 (CSQR reporting year) Total enrolled Pass 1st Attempt Pass following referral Fail & Repeat Fail & Terminate Withdrawn Intercalated No. No. % No. % No. % No. % No. % No. % Level 4 Level 5 Level 6 2016/17 (CSQR reporting year) Total enrolled Pass 1st Attempt Pass following referral Fail & Repeat Fail & Terminate Withdrawn Intercalated No. No. % No. % No. % No. % No. % No. % Level 4 Level 5 Level 6 2017/18 (CSQR reporting year) Total enrolled Pass 1st Attempt Pass following referral Fail & Repeat Fail & Terminate Withdrawn Intercalated No No. % No. % No. % No. % No. % No. % Level 4
Languages Assessable elements and descriptors of quality for A–E Assessable elements and descriptors support teacher judgments about the standard a student has achieved. Assessable elements: • identify the valued features of the key learning area to be assessed • draw from the two dimensions of the Essential Learnings: Ways of working and Knowledge and understanding • can be used together or independently when designing assessment. Descriptors: • indicate the qualities evident in student work • use an A–E scale. Assessable elements Descriptors A B C D E The student work demonstrates evidence of: Knowledge and understanding Comprehensive knowledge and understanding of concepts, facts and procedures Thorough knowledge and understanding of concepts, facts and procedures Satisfactory knowledge and understanding of concepts, facts and procedures Variable knowledge and understanding of concepts, facts and procedures Rudimentary knowledge and understanding of concepts, facts and procedures Comprehending texts Insightful interpretation of ideas and information in texts Proficient interpretation of ideas and information in texts Competent interpretation of ideas and information in texts Variable identification of obvious ideas and information in texts Vague identification of ideas and information in texts Composing texts Clear and accurate communication of meaning in spoken and written texts Coherent and accurate communication of meaning in spoken and written texts Sound communication of meaning in spoken and written texts Disjointed communication of meaning in spoken and written texts Unclear communication of meaning in spoken and written texts Intercultural competence Discerning comparison of aspects of languages, cultures and identity Logical comparison of aspects of languages, cultures and identity Relevant comparison of aspects of languages, cultures and identity Disjointed comparison of aspects of languages, cultures and identity Cursory comparison of aspects of languages, cultures and identity, with support Insightful use of appropriate language and practices in intercultural situations Effective use of appropriate language and practices in intercultural situations Competent use of appropriate language and practices in intercultural situations Variable use of appropriate language practices in intercultural situations Minimal use of appropriate language and practices in intercultural situations Reflecting Perceptive reflection on language choices and learning Informed reflection on language choices and learning Relevant reflection on language choices and learning Superficial reflection on language choices and learning Cursory reflection on language choices and learning
Systems addition of a behavior health and dental measure. Many of these measures are also organizational goals so we can pull some historical data as well as track these throughout the year. Competition Grant was submitted. system to run data on these throughout the year. Patient Centered Medical Home We will be evaluating our submission to NCQA for a resubmission for Level 3 this year and also reviewing our plans to resubmit for next year, 2016. We will take into consideration the several agencies that we can submit to for PCMH status; NCQA, AAAHC, JACHO. Currently reviewing the updated NCQA standards and elements. Still reviewing NCQA standards. Accreditation Association for Ambulatory Healthcare We will be reviewing our ability to achieve accreditation with the AAAHC standards. Will submit application through HRSA for AAAHC survey in 2016.
Goal for Improvement What are we trying to accomplish? Measures How will we track achievement of our goal? Ideas What can we test to achieve this goal? Plan How and who? Do Did we do it? Study What happened? Act What is our next?
Studies of Society and Environment Assessable elements and descriptors of quality for A–E Assessable elements and descriptors support teacher judgments about the standard a student has achieved. Assessable elements: • identify the valued features of the key learning area to be assessed • draw from the two dimensions of the Essential Learnings: Ways of working and Knowledge and understanding • can be used together or independently when designing assessment. Descriptors: • indicate the qualities evident in student work • use an A–E scale. Assessable elements Descriptors A B C D E The student work demonstrates evidence of: Knowledge and understanding Comprehensive knowledge and understanding of concepts, facts and procedures Thorough knowledge and understanding of concepts, facts and procedures Satisfactory knowledge and understanding of concepts, facts and procedures Variable knowledge and understanding of concepts, facts and procedures Rudimentary knowledge and understanding of concepts, facts and procedures Investigating Insightful identification of issues, development of questions, and use of inquiry processes Effective identification of issues, development of questions, and use of inquiry processes Competent identification of issues, development of questions and use of inquiry processes Variable identification of issues, development of questions and use of inquiry processes Minimal identification of issues, development of questions and use of inquiry processes Discerning analysis and evaluation of evidence and information to draw conclusions Logical analysis and evaluation of evidence and information to draw reasoned conclusions Relevant analysis and evaluation of evidence and information to draw credible conclusions Narrow analysis and evaluation of evidence and information to propose obvious conclusions Cursory analysis and evaluation of evidence and information to propose conclusions Communicating Clear and accurate communication conforming to the conventions of text types Coherent and accurate communication conforming to the conventions of text types Sound communication conforming to the conventions of text types Disjointed communication using some conventions of text types Unclear communication using some conventions of text types Participating Skilful use of strategies to act on issues Effective use of strategies to act on issues Appropriate use of strategies to act on issues Variable use of strategies to act on issues Minimal use of strategies to act on issues Reflecting Perceptive reflection on investigations, values, perspectives and learning Informed reflection on investigations, values, perspectives and learning Relevant reflection on investigations, values, perspectives and learning Superficial reflection on investigations, values, perspectives and learning Cursory reflection on investigations, values, perspectives and learning
9. Date of Next Meeting – 15th April 2015 – Blackburn College Beacon Centre. . 15th April 2015 – Blackburn College 17th June 2015 – Myerscough College 16th September 2015 18th November 2015 Please let Jane know on admin@lancsforum if you are able to offer a venue for any of the dates Simon closed the meeting with thanks to Michelle for hosting the meeting today.
QI PIP Readiness The following document aims to generate thinking and discussion around how quality improvement is currently embedded within your general practice, the type of activity relevant to your patients and the ways in which you can prepare for the Quality Improvement Practice Incentive Payment changes. Are you registered and claiming any of the following practice incentive payments? Asthma Quality Prescribing Cervical Screening Diabetes General Practitioner Aged Care Access What are your practice’s current challenges in meeting criteria for PIP payments? List 3-5 successes the practice has achieved relating to improved patient experience, patient outcomes or business improvements. e.g. Completing accreditation; decreased patient T2DM risk factors; increased smoking cessation amongst practice population.
Encourages open thinking and gets all team members involved and enthusiastic Allows team members to build on each other’s creativity while staying focused on the task at hand Cause and Effect/ Fishbone Diagram Used to: Find and cure causes, not symptoms Enables a team to focus on the content of the problem, not the problem’s history or difference personal issues of team members Creates a snapshot of the collective knowledge and consensus of a team around a problem Focuses the team on causes, not symptoms Page 23 QI Tool What the Tool Does Public Health Memory Jogger II Check Sheet Used to: Count and accumulate data Creates easy-to-understand data ~ makes patterns in the data become more obvious. Builds a clearer picture of “the facts”, as opposed to opinions of each team member, through observation. Page 31 Control Charts Used to: Recognize sources of variation Serves as a tool for detecting and monitoring process variation. Provides a common language for discussing process performance. Helps improve a process to perform with higher quality, lower cost, and higher effective capacity. Page 36 Data Points Used to: Turn data into information Determines what type of data you have Determines what type of data is needed Page 52 Flowchart Page 56
Quality Performance: CAHPS® The Consumer Assessment of Healthcare Providers and Systems (CAHPS®) program develops and supports the use of a family of standardized surveys that ask consumers and patients to report on and evaluate their experiences with health care. CAHPS surveys include ratings of personal doctors and other health care staff, as well as an overall rating of the health plan, and asks patients and consumers to report on their experiences with health care services. Members chosen must have been with the plan for the entire previous plan year and must be a minimum of 18 years old. Members first receive a written survey and can either fill it out and return it or complete it online. Members who do not respond will receive reminder notices and finally a telephone call from the survey vendor. MercyCare is scored on 7 items for CAHPS®. They are: Rating of the Health Plan, Customer Service, Getting Needed Care Composite, Rating of All Health Care, Rating of Personal Doctor, Rating of Specialist, and Getting Care Quickly Composite, Two measures were removed during the 2015 measurement year, Claims Processing Composite and How Well Doctors Communicate. Table 5 contains the CAHPS® Measures that fell above the 90th Percentile. Two measures or 29% of all measures scored were above the 90th Percentile. Table 5: 2015 CAHPS® Measures above the 90th Percentile Measure MercyCare HMO Score 90th Percentile 75th Percentile 50th Percentile Rating of Personal Doctor (8+9+10) 89.90 -1.10 88.68 86.64 84.75 Rating of All Health Care (8+9+10) 83.39 1.79 82.72 79.87 77.02 No CAHPS® measures which were scored fell between the 75th & 90th Percentile during the 2015 measurement year. Table 6 shows the CAHPS® Measures between the 50th and 75th Percentile. One measure or 14% of all measures scored fell between the 50th and 75th Percentile. Table 6: 2015 CAHPS® Measures between the 50th and 75th Percentile Measure MercyCare HMO Score 90th Percentile 75th Percentile 50th Percentile Rating of Health Plan (8+9+10) 62.36 5.46 74.92 68.03 56.10 Table 7 shows the CAHPS® Measures below the 50th Percentile. Four measures or 57% of the scored measures were below the 50th Percentile. Table 7: 2015 CAHPS® Measures below the 50th Percentile 2014 2014
The Wife of Bath’s Tale from The Canterbury Tales Geoffrey Chaucer, translated by Nevill Coghill The Prologue The Pardoner started up, and thereupon “Madam,” he said, “by God and by St. John, That’s noble preaching no one could surpass! I was about to take a wife; alas! 5 Am I to buy it on my flesh so dear? There’ll be no marrying for me this year!” “You wait,” she said, “my story’s not begun. You’ll taste another brew before I’ve done; You’ll find it doesn’t taste as good as ale; 10 And when I’ve finished telling you my tale Of tribulation in the married life In which I’ve been an expert as a wife, That is to say, myself have been the whip. So please yourself whether you want to sip 15 At that same cask of marriage I shall broach. Be cautious before making the approach, For I’ll give instances, and more than ten. And those who won’t be warned by other men, By other men shall suffer their correction, 20 So Ptolemy has said, in this connection. You read his Almagest; you’ll find it there.” “Madam, I put it to you as a prayer,” The Pardoner said, “go on as you began! Tell us your tale, spare not for any man. 25 Instruct us younger men in your technique.” “Gladly,” she said, “if you will let me speak, But still I hope the company won’t reprove me Though I should speak as fantasy may move me, And please don’t be offended at my views; 30 They’re really only offered to amuse. The Tale When good King Arthur ruled in ancient days (A king that every Briton loves to praise) This was a land brim-full of fairy folk. The Elf-Queen and her courtiers joined and broke 35 Their elfin dance on many a green mead, Or so was the opinion once, I read,
Knowledge and understanding Dance Dance involves using the human body to express ideas, considering particular audiences and particular purposes, through dance elements in movement phrases. • Gross motor movements, including locomotor and non-locomotor, are used to create actions for movement phrases e.g. travelling with hops, runs and slides; staying on the spot using whole-body stretches, curls and twists. • Directions, levels, shapes and pathways are used to move in space within movement phrases e.g. using forwards direction, a low level on the ground, curved shapes and a straight pathway to move within a space. • Fast and slow movements are used to change timing in movement phrases e.g. using fast movements in a traditional Aboriginal dance to express the quick actions of an animal. • Percussive and sustained movement qualities are used to change energy in movement phrases e.g. representing a robot by stop-and-start energy changes in movement. • Structuring devices, including repetition and narrative forms, are used to organise movement phrases e.g. using a nursery rhyme to structure a dance story. Drama Drama involves using dramatic elements and conventions to express ideas, considering particular audiences and particular purposes, through dramatic action based on real or imagined events. • Role can be established using movement, voice, performance space, cues and turn-taking e.g. pretending to be someone else within a given or original story. • Purpose and context are used to shape roles, language, place and space to express ideas e.g. pretending to be a ringmaster within a circus scene. • Dramatic action is structured by being in role and building storydramas e.g. developing a beach story with different characters, such as surfers, lifeguards, swimmers, joggers and sharks. Media Media involves constructing meaning by using media languages and technologies to express representations, considering particular audiences and particular purposes. • Still and moving images, sounds and words are used in media texts e.g. using still and moving images, sounds and words in a television advertisement. • Media techniques and practices, including crop, print, record/capture and sequence images, sounds and words, are used to create media texts e.g. cropping a digital image to create a close-up from a long shot. • Representations in media texts can be either real or imagined, and are created for particular audiences and purposes e.g. using animal characters in sketches and drawings for a children’s film on road safety.
Department of Immigration & Emigration Acknowledgement of ETA application DEPARTMENT OF IMMIGRATION & EMIGRATION SRI LANKA. ETA APPROVAL NOTICE. We are pleased to inform that your application for ETA has been approved providing that the particulars submitted by you in regard to relevant particulars, including passport number, nationality, and the date of birth are correctly entered. The particulars submitted by you append as follows: ETA Number: 170112VI15524475 Name: MISS JINGRAN YAN Passport Number: E71150182 Nationality: CHINA (CHN) Date Of Birth (DD/MM/YYYY): 26/08/1993 Validity of ETA (DD/MM/YYYY): Valid 30 days ONLY. (Use before 11/07/2017) Entry Type: Double (This is permitted within 30 days from your initial arrival) Purpose of Travel: Tourist - Sightseeing, holidaying (You are NOT permitted to use this ETA for any other purpose. Ex: Business or Trade, Studying, NGO activities, Journalism, Meeting with Political Parties etc...) You must verify the above information to ascertain that they have been entered correctly. Further, in case of any inconstancy in the above particulars you are requested to pay again at the port of entry to obtain a fresh ETA. In addition, you must ensure that the particulars of same travel document used for applying online visa is used for entering into Sri Lanka. In the event if you produce a travel document other than the one used for applying online visa, you are compelled to pay again at the port of entry to Sri Lanka to obtain a fresh ETA. This ETA allows you to enter into Sri Lanka for the purpose mentioned above. Please produce your passport together with return air ticket and proof of sufficient funds to the Immigration officer at the port of entry to Sri Lanka. If you stay beyond 30 days, please report to the Visa Section of the Department of Immigration & Emigration, Colombo, Sri Lanka.
QIAT is accountable to the Board. The committee will keep the Board informed through reports at regularly scheduled Board meetings. MEMBERSHIP QIAT must be chaired by a Board member and must include francophone representation. The committee shall consist of: Members of the Board with interest or knowledge in the area of quality, client safety or performance measurement (Chair); Front line staff Manager Executive Director Health Data Analyst Community volunteer(s) MEETINGS QIAT will meet three or four times a year or as required. Approved by committee: November 16, 2015 Approved by the Board: November 24, 2015
[4] Obuchowski NA, Reeves AP, Huang EP, et al. Quantitative Imaging Biomarkers: A Review of Statistical Methods for Computer Algorithm Comparisons. SMMR 2015; 24: 68-106. [5] Huang EP, Wang XF, Choudhury K, McShane LM, Gonen M, Ye J, Buckler AJ, Kinahan PE, Reeves AP, Jackson EF, Guimaraes AR, Zahlmann G. Meta-analysis of the technical performance of an imaging procedure: Guidelines and statistical methodology. Meta-Analysis Working Group. Quantitative Imaging Biomarkers Alliance. Stat. Methods Med Res. 2014 May 28 (Epub). PMID 24872353. Glossary: Bias: Bias is an estimate of systematic measurement error; it is the difference between the average (expected value) of measurements made on the same object and its true value. Percent Bias is Bias divided by the true value in percent.[2] Interval variable: Measures for which the difference between two values is meaningful, but the ratio of two values is not, are called interval variables.[2] Precision: Precision is the closeness of agreement between measured quantity values obtained by replicate measurements on the same or similar experimental units under specified conditions [2]. Quantitative Imaging Biomarker: (QIB) an objective characteristic derived from an in vivo image MEASURED on a ratio or interval scale as indicators of normal biological processes, pathogenic processes or a response to a therapeutic intervention.[2] Ratio variable: A variable such that the difference between any two measures is meaningful and any two values have meaningful , making the operations of multiplication and division meaningful. A ratio variable possesses a meaningful (unique and non-arbitrary) zero value. [2] Repeatability: Repeatability represents the measurement precision under a set of repeatability conditions of measurement. [2] Repeatability condition of measurement: The repeatability condition of measurement is derived out of a set of conditions that includes the same measurement procedure, same operators, same measuring system, same operating conditions and same physical location, and replicate measurements on the same or similar experimental units over a short period of time [2]. Repeatability coefficient (RC): The least significant difference between two repeated measurements taken under identical conditions at a two-sided significance of α=0.05: where sw2 is an estimate of σw2, the within-subject variance. [3]
Philip F. Judy, PhD Harvard-Brigham and Women's Hospital Ella A. Kazerooni, MD University of Michigan David A. Lynch, MD National Jewish Health Ashkan A. Malayeri, MD NIH/CC/DRD Theresa C. McLoud, MD Massachusetts General Hospital/Society for Thoracic Radiology Michael McNitt-Gray, PhD University of California, Los Angeles (UCLA) Steve Metz, PhD Philips James L. Mulshine, MD Rush University Medical Center Reginald Munden, MD, DMD, MBA Houston Methodist Hospital-Physician Organization Nancy Obuchowski, PhD Cleveland Clinic Foundation Michael O’Connor, MBA, PhD PAREXEL International Matthijs Oudkerk, MD, PhD University Medical Center Groningen (the Netherlands) Eric S. Perlman, MD Perlman Advisory Group, LLC Mathias Prokop, MD, PhD Radboud University Medical Center (Nijmegen, the Netherlands) James G. Ravenel, MD Medical University of South Carolina Anthony P. Reeves, PhD Cornell University Marthony Robins, PhD Duke University Ehsan Samei, PhD Duke University Lawrence H. Schwartz, MD New York Presbyterian Hospital/Columbia University Medical Center Jenifer Siegelman, MD, MPH Harvard Medical School Brigham and Women's Hospital Mario Silva, MD University of Parma (Italy) Gary Smith, MD Vanderbilt University Daniel C. Sullivan, MD Duke University Rozemarijn Vliegenthart, MD, PhD University Medical Center Groningen (the Netherlands) David F. Yankelevitz, MD Mount Sinai Hospital Lifeng Yu, PhD Mayo Clinic The Lung Nodule Volume Assessment and Monitoring in Low Dose CT Screening Working Group is deeply grateful for the support and technical assistance provided by the staff of the Radiological Society of North America: Fiona Miller, Director Department of Research Joseph Koudelik, Assistant Director Scientific Affairs, Department of Research Julie Lisiecki, Manager Scientific Affairs, Department of Research Susan Weinmann, Senior Administrative Assistant Department of Research Appendix B: Background Information B.1 Summary of selected references on nodule volumetry accuracy B.2 Summary of selected references on nodule volumetry precision
IEC Pitch Radiologist and Technologist Shall set IEC Pitch to less than or equal to 2.0 for single source scanners, or the equivalent for dual source scanners. Spiral Pitch Factor (0018,9311) Nominal Tomographic Section Thickness (T) Radiologist and Technologist Shall set the nominal tomographic section thickness to achieve reconstructed slice thickness less than or equal to 1.25mm. Single Collimation Width (0018,9306) Reconstruction Protocol Radiologist and Technologist Shall prepare a protocol to meet the specifications in this table. Shall ensure technologists have been trained on the requirements of this profile. Reconstructed Image Thickness Radiologist and Technologist Shall set to less than or equal 1.25mm. Slice Thickness (0018,0050) Reconstructed Image Interval Radiologist and Technologist Shall set the reconstructed image interval to less than or equal to the Reconstructed Image Thickness (i.e. no gap, may have overlap). Spacing Between Slices (0018,0088) Resolution Radiologist, Technologist, and Physicist Shall validate that the protocol achieves: A 3D PSF sigma ellipsoid volume of less than or equal to 1.5mm3, and A Z PSF sigma less than two times larger than the in-plane PSF sigma. See section 4.1. Assessment Procedure: Image Quality Edge Enhancement Radiologist, Technologist, and Physicist Shall validate that the protocol does not result in edge enhancement exceeding 5%. See section 4.1. Assessment Procedure: Image Quality HU Deviation Radiologist, Technologist, and Physicist Shall validate that the protocol results in CT HU value deviation of less than 35 HU for Air and Acrylic materials. See section 4.1. Assessment Procedure: Image Quality Voxel Noise Radiologist, Technologist, and Physicist Shall validate that the protocol achieves a standard deviation that is <= 50 HU for homogeneous Air and Acrylic materials. See section 4.1. Assessment Procedure: Image Quality Spatial Warping Radiologist, Technologist, and Physicist Shall validate that 3D image acquisition results in Spatial warping of less than 0.3mm Root Mean Square Error (RMSE). See section 4.1. Assessment Procedure: Image Quality 3.5. Subject Selection