zilongwang/ReadingBank huggingface dataset:
Frequently asked questions Why is NHS Gloucestershire Clinical Commissioning Group (GCCG) procuring the Primary Care out of hours Service? The Primary Care Out of Hours service in Gloucestershire has not previously been subject to competitive market testing. GCCG’s existing contract is provided by two healthcare providers; South Western Ambulance Service NHS Foundation Trust (SWASFT) and Gloucestershire Care Services NHS Trust (GCS). Each organisation provides approximately 50% of the service requirement. Although the combined OOH service benchmarks well in terms of service quality, the overall service cost is high compared with other comparable Clinical Commissioning Group OOH services. Although Out of Hours services have traditionally been provided by NHS healthcare providers, these services are not exempt from market testing and are frequently opened to competition along with other core Ambulance services such as non-emergency patient transport services. NHS Gloucestershire PCT, GCCG predecessor, was aware that there was a mature OOH service market and therefore a number of NHS, 3rd sector and private organisations existed capable of providing OOH services to its patients in Gloucestershire. Is Gloucestershire CCG legally required to put the out of hours service out to tender? The original decision to tender OOH services was at the PCT’s discretion. In 2012 NHS Gloucestershire PCT committed to market test OOH services for the reasons indicated above and a procurement process commenced in the autumn of 2012. GCCG’s current contract with SWASFT was due to expire on 31 March 2013 but was extended until 31 October 2013 to allow a formal procurement process to be undertaken. Notice on the existing GCS contract was given so that that contract would also terminate on 31 October 2013, in-line with the SWASFT contract termination. GCCG, established April 2013, decided to abandon the PCT’s 2012 procurement process over concerns about the activity data contained in its service specification as well as other factors which included the anticipated hard launch of its NHS111 service, mobilisation of its non-emergency patient transport contract (scheduled for 1 December 2013) as well as other concerns around the potential impact upon emergency department winter pressures.
medicine, which is not or registered by a recognized stringent regulatory authority (SRA). Would Unitaid require that any project work it funds be used to increase demand only for product that is or conform with the Unitaid Quality Assurance guidelines as stated in - i.e., that products are WHO-prequalified or approved by a recognized SRA. In addition, in funding activities not directly related to product procurement, Unitaid still emphasizes the importance of quality assurance to 1) ensure that people in need receive appropriate, quality-assured medicines and diagnostics and 2) contribute to improving market health and stability for health products. What about rights-based projects, like patent law reform? While Unitaid considers rights-based approaches important, Unitaid works through a market-based approach. The two approaches are not mutually exclusive, but the language used to present the issues, and the way to estimate and articulate impact can be considerably different to. Nevertheless, one may wish to consider including elements related, for example, to the use of intellectual property flexibilities to bring down prices in quantifying impact. Questions Relating to ISP Submission How can ISPs be submitted? By email, post or diplomatic pouch? If you intend to submit a proposal, we invite you to complete and send the intention to submit form to . The form can be found on our internet site: Call for Proposals () Can proponents share ISP or proposal details with others while under review by Unitaid? There are no Unitaid policies or rules that preclude a lead organization from sharing information on an ISP or proposal submitted to Unitaid while the ISP or proposal is under review. As the owner of the ISP or proposal you are free to share ISP or proposal content both pre- and post-submission. However, when sharing ISP or proposal information, it is important to emphasize that there is no guarantee of funding at either the ISP or proposal stage. Does the ISP submission form exist in French? If not, can the form be filled out in French? The ISP submission form is only available in English, however the ISP can be prepared in English or French. Should the ISP be submitted in English or in French? ISPs are reviewed in either language. However, at the next stage, proposals would need to be submitted in English. Questions Related to Submission of Proposals Does Unitaid provide samples No; however, the submission form provides a useful guidance on how
Appendix 1 Case reports of serotonin syndrome following concomitant use of tramadol with SSRIs are outlined in the table below. No case reports of serotonin syndrome developing in patients taking concomitant tramadol and escitalopram or fluvoxamine were located. Patient age & sex Tramadol dose SSRI dose Other medicines Symptoms Outcome Ref Tramadol and citalopram 70 yrs, female 50mg daily added to therapy Citalopram 10mg daily Unknown Tremor, restlessness, fever, confusion, visual hallucinations Symptoms resolved following tramadol discontinuation 11 78 yrs, female Unknown Citalopram dose & duration unknown Full recovery after both drugs removed. 12 71 yrs, female unknown Citalopram dose unknown Codeine, diazepam, ibuprofen Unknown. Findings at autopsy: pulmonary and cerebral oedema Death 13 62 yrs male 50mg tds added to therapy Citalopram 40mg daily, Bupropion 150mg bd Three days after starting tramadol presented to the Emergency department with tremors, diaphoresis and anxiety Symptoms resolved within 48 hours of admission to hospital 14 44 yrs, female Tramadol 100mg qds as needed added to therapy a week before event (possibly taken to excess – no details) Citalopram 40mg daily combination, lisinopril Altered mental status, random spontaneous jerky movements in the extremities, generalised weakness and vomiting. Symptoms resolved over 4 days after medications stopped. 15 Tramadol and fluoxetine 31 yrs, female 200–400mg daily started four weeks prior to symptom presentation Fluoxetine 20mg daily Unknown Tremor of right hand spread to face Both fluoxetine and tramadol discontinued. Symptom improvement 7 days later. 16 72 yrs, female 150mg daily started 18 days prior to symptom presentation Fluoxetine 20mg daily Unknown Feeling nervous, pyrexic, piloerection, muscular contractions, agitated, euphoric, hyperactive, insomnia. Physical symptoms resolved 3 days after tramadol discontinuation, although mental state still affected. Fluoxetine treatment stopped and antipsychotic treatment started. Symptoms resolved 2 weeks later. 17 Paracetamol
Payment of Temporary Rehabilitation Remuneration during Sick Leave REF: HR V1.0 Payment of Temporary Rehabilitation Remuneration (TRR) is granted subject to the following conditions: A minimum of 5 years pensionable service The OHP must confirm that there is a reasonable prospect of recovery and return to work. The period during which the TRR is paid is not a period of pensionable service. The declaration below must be signed and returned to the HR office. Employee Details Staff ID number First Name Surname Contact Number Line Manager _ Temporary Rehabilitation Remuneration (TRR) to commence: / _/ Completed form to be returned to the HR office as soon as possible. The payment of TRR will not commence until the completed form is received. Important Please note if you are eligible to receive social welfare benefits you are entitled to keep them from the date you receive payment of TRR.
Staff Comments Head of Department Name Date Dean of Faculty/School Name Date Head of Registry Services Name Date Head of International Relations Name Date Head of Doctoral Development & Student Experience Name Date Quality Enhancement Officer for Doctoral Studies Name Date Student Immigration Services Name Date Only circulate to the Pro-Vice-Chancellors after receiving feedback from the above staff: Pro-Vice-Chancellor (International & Doctoral) Name Date Pro-Vice-Chancellor (Learning and Teaching) Name Date
Programme description for a programme outside the NFA Programme code Programme title Award type Award title Mode of Attendance Length Approving body and date of approval Year 1 (for implementation with effect from …) Normal period of study for this Mode Unit code Unit title Unit status Credits Weighting for degree classification Notes Year 2 (for implementation with effect from …) Normal period of study for this Mode Unit code Unit title Unit status Credits Weighting for degree classification Notes Year 3 (for implementation with effect from …)
3.6 Exceptional Grounds (see 5.3) For unbalanced exchanges being renewed on exceptional grounds, what are these and how do they offset the cost to the affected Department/School/Faculty/ and University? Note – for sections 4, 5, and 6 below, where nothing has changed since the exchange was last approved, this may be stated and a copy of the original QA37 proposal form appended if preferred. However checks MUST be made to verify that there have been no changes. Shaded boxes are those to be completed in consultation with the partner 4 Student support and monitoring 4.1 How will Bath students be supported and monitored by Bath while on exchange? 4.2 How will Bath students be supported and monitored by the partner institution while on exchange? Shaded boxes are those to be completed in consultation with the partner 5 ASSESSMENT 5.1 How will Bath students be assessed at the partner institution? 5.2 How and by whom will results achieved at the partner institution be converted into Bath marks? Shaded boxes are those to be completed in consultation with the partner 6 HEALTH, SAFETY, INSURANCE (see Annex, 3.4-10) The University Health, Safety and Environment Service (UHSE) and the International Mobility Office can provide advice and support in evaluating exchange opportunities. The University of Bath recognises and accepts its moral and legal responsibility as an employer to provide a safe and healthy workplace for its staff, students and visitors. 6.1 What health and safety information does the partner provide to its students (please attach a copy or cite the web reference)? OR if documentation or a web reference is not available, do the partner’s health and safety policies comply with the requirements of the host country? Notes: In asking partners to confirm this, we do not intend to express doubt about their reputability, but are required to ask the question for legal reasons. .
Specification Sheets Bard Company Brochure Classroom Preferred School HVAC Solutions Brochure Bard ISO Certification Document 9.1 – 10.0 EER Efficiency Document # Tonnage Description 2.0 – 5.0 Q24A2-Q60A2 Series Air Conditioner Specification 2.0 – 5.0 Q24A2-Q60A2 Series Engineering Specification Guide () 2.0 – 5.0 Q24A2D-Q60A2D Dehumidification Series A/C Specification ~ QLS Series Outdoor Louver Specifications Q-TEC Design Driven Louver Brochure 2.0 – 5.0 QA Series Air Conditioner Specification ~ R-22 – No Longer Available 2.0 – 5.0 QA Dehumidification Series Performance Data ~ R-22 – No Longer Available QSP Series Q-Tec Sound Plenum Bard Throw-Away & Permanent Air Filter Specification Q-tec Cabinet & Outdoor Grille Finishes Phenolic Coated Coil Option Information Bard Project Case Studies Bard Serial Number Nomenclature Matrix Bard Limited Warranty (USA, Canada & Mexico) SPVU Federal Energy Standards ~ EER vs. SEER Q**A2 Series Q-Tec Air Conditioner Units Model Literature Assembly Installation Manual Parts Manual Wiring Diagram Q24A2-A 911-0626 Q24A2-B 911-0626 Q24A2-C 911-0626 Q30A2-A 911-0626 Q30A2-B 911-0626 Q30A2-C 911-0626 Q36A2-A 911-0626 Q36A2-B 911-0626 Q36A2-C 911-0626
Mission Our mission is to empower our students and families to become positive agents of change by providing exceptional, innovative, and individualized Services. The Somerset County Promise Academy is an alternative discipline school that provides a comprehensive program of individualized educational, psychological and social services to youth (ages 5 - 18) who have been recommended for alternative placement. Our program moves beyond the services provided by traditional schools through a collaborative approach involving the student, parents/families, school professionals, community partnerships and outside support services.
These may cover: Demand and recruitment Retention rate Employability Student feedback Funding sources/opportunities for growth Facilities available to students Progression Support and guidance for students On-time thesis submissions Collaborative working/ partnerships Number of first time passes/number of revised theses required by examiners DIRECTOR OF STUDIES: (Print Name) DATE:
Supported Documents QAAC Quality Manual Section 4 Rev.: A Page 6 of 22 Supported Documents QAAC Quality Manual Section 4 Rev.: A Page 7 of 22 Supported Documents QAAC Quality Manual Section 4 Rev.: A Page 8 of 22 Supported Documents QAAC Quality Manual Section 4 Rev.: A Page 9 of 22 Supported Documents QAAC Quality Manual Section 4 Rev.: A Page 10 of 22
QAAC Quality Manual Section 4 Rev.: A Page 16 of 22 Supported Documents QAAC Quality Manual Section 4 Rev.: A Page 17 of 22 Supported Documents QAAC Quality Manual Section 4 Rev.: A Page 18 of 22 Supported Documents QAAC Quality Manual Section 4 Rev.: A Page 19 of 22 Supported Documents QAAC Quality Manual Section 4 Rev.: A Page 20 of 22 Supported Documents
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⃝ Provide ongoing staff development Notes: ______________________________________________________________________________ ______________________________________________________________________________
QADAP Pack 3 Standard: BIIAB Ref: Training & Quality Assurance Team Name Role Relevant Qualifications Achieved CV Attached Copy Certs Attached QADAP Pack 4 Standard: BIIAB Ref: Training & Quality Assurance Team Name Role Relevant Qualifications Achieved CV Attached Copy Certs Attached
QADAP Pack 5 Standard: BIIAB Ref: Training & Quality Assurance Team Name Role Relevant Qualifications Achieved CV Attached Copy Certs Attached QADAP Pack 6 Standard: BIIAB Ref: Training & Quality Assurance Team Name Role Relevant Qualifications Achieved CV Attached Copy Certs Attached
QADAP Pack 7 Standard: BIIAB Ref: Training & Quality Assurance Team Name Role Relevant Qualifications Achieved CV Attached Copy Certs Attached Section 3 - Staffing Ref Criteria Centre Use BIIAB Use S1 The centre has sufficient managerial and other resources to effectively deliver the QADAP Packs applied for as required by BIIAB S2 There are sufficient competent and qualified teaching/training and quality assurance personnel, as required, to meet the demand of learners S3 Ensure that members of staff are appropriately trained to carry out their roles, maintain current competence and keep up to date with their Continuing Professional Development (CPD)
Discontinued study drug due to adverse event or death, n (%) 7 (3%) 24 (10%) Discontinued study drug due to other reasons and last available HIV-1 RNA was < 50 copies/mL, n (%) 9 (4%) 13 (5%) Missing data during window but on study drug, n (%) 0 1 (0.4%) Table S2. Snapshot Analysis: Virologic Outcomes at Week 48 for Subjects with Baseline HIV-1 RNA >100,000 copies/mL RPV/FTC/TDF (n = 394) EFV/FTC/TDF (n = 392) P value Subjects with Baseline HIV-1 RNA >100,000 copies/mL Virologic success at Week 48 134 142 HIV-1 RNA < 50 copies/mL, n (%) 107 (80%) 116 (82%) 0.70 Virologic failure at Week 48, n (%) 19 (14%) 14 (10%) 0.27 HIV-1 RNA 50 copies/mL, n (%) 4 (3%) 3 (2%) Discontinued study drug due to lack of efficacy, n (%) 11 (8%) 1 (0.7%) Discontinued study drug due to other reasons and last available HIV-1 RNA 50 copies/mL, n (%) 4 (3%) 10 (7%) No virologic data in Week 48 window, n (%) 8 (6%) 12 (13%) Discontinued study drug due to adverse event or death, n (%) 0 8 (6%)
Table S4. Expanded List of Treatment Emergent Adverse Events of Importance Type of Adverse Event, n(%) RPV/FTC/TDF n = 394 EFV/FTC/TDF n = 392 P value Nervous system events 117 (29.7%) 198 (50.5%) <.001 Amnesia Balance disorder Convulsion Disturbance in attention Dizziness 6 (1.5%) 0 0 6 (1.5%) 26 (6.6%) 1 (0.3%) 3 (0.8%) 2 (0.5%) 11 (2.8%) 87 (22.2%) Headache 49 (12.4%) 53 (13.5%) Hypoaesthesia Insomnia Neuropathy peripheral Parasthesia Somnolence Stupor Tremor Vertigo 6 (1.5%) 38 (9.6%) 1 (0.3%) 9 (2.3%) 10 (2.5%) 0 1 (0.3%) 4 (1.0%) 4 (1.0%) 55 (14.0%) 6 (1.5%) 16 (4.1%) 27 (6.9%) 2 (0.5%) 3 (0.8%) 10 (2.6%) Psychiatric events 62 (15.7%) 147 (37.5%) <.001 Abnormal dreams Affect lability Aggression 23 (5.8%) 0 1 (0.3%) 96 (24.5%) 1 (0.3%) 0
Agitation 1 (0.3%) 0 Anxiety Completed suicide Confusional state Depression Euphoric mood Hallucination Hallucination, auditory Nervousness Paranoia 20 (5.1%) 0 2 (0.5%) 26 (6.6%) 1 (0.3%) 0 0 0 0 33 (8.4%) 1 (0.3%) 2 (0.5%) 35 (8.9%) 2 (0.5%) 2 (0.5%) 1 (0.3%) 1 (0.3%) 3 (0.8%) Suicidal ideation 3 (0.8%) 3 (0.8%) Rash events 68 (17.3%) 83 (21.2%) 0.17 Blister Dermatitis allergic Erythema Folliculitis Photosensitivity reaction Pruritis 2 (0.5%) 1 (0.3%) 0 21 (5.3%) 1 (0.3%) 14 (3.6%) 1 (0.3%) 1 (0.3%) 2 (0.5%) 4 (1.0%) 0 11 (2.8%) Rash (preferred term) Rash erythematous Rash macular Rash maculo-papular Rash papular Rash vesicular Skin exfoliation 24 (6.1%) 0 2 (0.5%) 0 2 (0.5%) 1 (0.3%) 1 (0.3%) 47 (12.0%) 1 (0.3%) 3 (0.8%) 6 (1.5%) 1 (0.3%) 1 (0.3%) 1 (0.3%)
N (%) 655 (91) 68 (9) 723 * (100) P-value Cause of death, n (%) <.0001 AIDS 134 (21) 47 (69) 181 (25) NaNH malignancy 154 (24) 6 (9) 160 (22) Liver disease 76 (12) 1 (2) 77 (11) Cardio-vascular 71 (11) 1 (2) 72 (10) Non AIDS defining infection 63 (10) 4 (6) 67 (9) Suicide 31 (5) 3 (4) 34 (5) Various causes 68 (10) 6 (9) 74 (10) Unexplained sudden death 26 (4) 0 (0) 26 (4) Unknown 32 (5) 0 (0) 32 (4) * Available data NaNH malignancy: non-AIDS defining and non-viral hepatitis related malignancy; HIV: human immunodeficiency virus Table 4 (Part 1): Characteristics of HIV-infected adults dying in 2000, 2005 and 2010 according to the underlying causes of death, Mortalité 2000, 2005 and 2010 surveys, France All causes AIDS NaNH malignancy 2000 2005 2010 2000 2005 2010 2000 2005 2010 N (%) 964 (100) 1042 (100) 728 (100) 456 (47) 375 (36) 182 (25) 104 (11) 173 (17) 161 (22)
Table S2. HLA allele frequencies for NVP hypersensitive and tolerant individuals, and frequency ranges observed in comparable ethnic groups HLA allele DRB1*01:01 B*35:01 Cw*04 Caucasian SE Asian Caucasian SE Asian Caucasian SE Asian NVP HSR 0.346 0.000 0.154 0.167 0.154 0.333 Tolerant 0.073 0.045 0.054 0.000 0.094 0.136 Reference range* 0.08-0.13 0.00-0.04 0.05-0.10 0.00-0.07 0.01-0.20 0.00-0.18 *Reference range is taken from global distribution plots for Europeans and South East Asians () where n ≥ 100.
Years Post ART Initiation Switch immediately after confirmation of failure Wait 6 months after failure confirmation to switch No RNA monitoring; switch 6 months after confirmation of failure (comparison) First-line NVP First-line LPV/r First-line NVP First-line LPV/r First-line NVP First-line LPV/r 6 Months 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 12 Months 22.80 % 8.40% 0.01% 0.01% 0.00% 0.00% 24 Months 22.84% 9.46% 21.23% 7.89% 4.33% 1.93% 36 Months 28.24% 16.83% 21.59% 9.22% 6.32% 2.61% 48 Months 32.76% 23.02% 26.86% 16.33% 10.07% 3.96% 60 Months 37.16% 28.86% 32.36% 23.46% 14.15% 5.64% NVP: nevirapine; LPV/r: lopinavir/ritonavir; ART: antiretroviral therapy; LE: life expectancy (years) a. Results are shown for a cohort of children presenting to care at 12 months of age. Proportions are of the original presenting cohort; children who die or are lost to follow-up are included in the denominator of each calculation. When limited to children in care and on ART, proportions on second-line ART will be higher than those shown here.
PrEP Study TDF2 2/4 50% 55/69 80% had TDF 81% had FTC VOICEc 12/51 (TDF group) 17/57 (FTC-TDF group) 24% 30% 50/145 (TDF group) 45/132 (TDF-FTC group) 34% 22% a This measure includes drug detection using plasma. The study also assessed Tenofovir (TFV) detection using peripheral blood mononuclear cells (PBMC) and hair samples. The three specimens that did not have detectable TFV levels in plasma did have detectable TFV levels in either hair and/or PBMC samples. Results from plasma are presented here as this method was most similar to methods used by other studies. b FEM-PrEP defined drug detection as ≥10 nanograms per milliliter. c Results from the VOICE trial presented here come from the Marrazzo et al., 2015 Supplementary Appendix Table S6B and reflect the number of women in each study arm that had detectable drug levels at their first quarterly visit. Marrazzo et al. also reports that among a random sample of participants assigned to active study drug (Ns not reported), Tenofovir was detected in 30% of participants assigned to TDF and in 29% of participants assigned to TDF-FTC. For meta-analysis, the reported proportion of participants from the random sample was used as the marker of overall trial-level adherence.
Supplementary Table 3. High conservation within cytotoxic T-cell epitopes despite potent ELISpot responses to HLA-B*14, -B*3501 and -B*5301-restricted epitopes in HIV-2-infected Caió participants. Sites where amino acid variations are present within autologous sequences are underlined. These epitopes represent 3 of the 4 known cytotoxic T-cell epitopes in the HIV-2 capsid [7]. Participant Peptide used ELISpot response (SFU/106 PBMCs) Autologous sequence B14_1 DRFYKSLRA 215 DRFYKSLRA B14_2 1051 DRFYKSLRA B14_3 895 DRFYKSLRA B14_4 1020 DRFYKSLRA B3501_1 NPVPVGNIY 760 NPVPVGNIY B3501_2 350 NPVPVGNIY B3501_3 275 NPVPVGNIY B3501_4 1100 NPVPVGNIY B3501_5 1025 NPVPVGSIY B3501_6 2190 NPIPVGNIY B3501_7 155 NPVPVGSIY B5301_1 TPYDINQML 555 TPYDINQML B5301_2 20 TPYDINQML B5301_3 840 TPYDINQML B5301_4 1130 TPYDINQML B5301_5 3210 TPYDINQML B5301_6 2245 TPYDINQML B5301_7 155 TPYDINQML B5301_8 1100 TPYDINQML
Hwy 12 E Cal-Steens to Atkins Rd (off Military Rd) 13-16 Elmore Lion 6:50/ 3:40 Hwy 373 #3458 up - lower # go to Columbus MSD Na na Hwy 373 Land Rd to Robinson Rd 04-8 Prevost Mouse 6:45/ 3:40 Hwy 373 Robinson Rd to Mike Parra 04-8 Prevost Mouse 6:45 3:45 Hwy 373 – Shady Acres MHP MEET BUS AT HWY 373 04-8 Prevost Mouse 6:50/ 3:45 Hwy 373 Land Rd to CAFB South Gate 04-8 Prevost Mouse 6:50/ 3:35 Hwy 373 – Parker MHP MEET BUS AT HWY 373 Hwy 373, 3458 (Shaw's #1 MHP) MEET BUS AT OFFICE 04-8 Prevost Mouse 6:50/ 3:35 Hwy 373, 3459 (Parker Village) MEET BUS AT HWY 373 04-8 Prevost Mouse 6:45/ 3:35 Hwy 373, 3971 - Colony MHP MEET BUS AT HWY 373 04-8 Prevost Mouse 7:05/ 3:35 Hwy 45 N Jess Lyons Rd to Mike Parra Rd 06-2 Box Bear 7:00/ 3:40 Hwy 45 N Cal-Kola Express to Mike Parra Rd 06-2 Box Bear 6:50/ 3:30 Hwy 45 N Cal-Kola Express to Monroe county line 17-1 Trimm Eagle 6:50/ 3:35 Jack Wiggins Rd 08-1 Cantrell Tiger 6:47/ 3:28 James Dolan Rd Na na Jemison Mill Rd 11-1 Hemphill Snake 6:50/ 3:50 Jemison Rd East 09-2 Wade Cat 6:50/ 3:40 Jemison Rd West 13-15 R Finch Dog 7:05/ 3:30 Jess Lyons Rd Ridge to Hwy 45 13-21 Pounders Cow 6:35/ 3:45 Jess Lyons Rd Thomas Circle-Ridge 15-2 Arwood Camel 7:10/ 3/35
Logan Lane Henry Wells Rd to Gunter Rd 08-1 Cantrell Tiger 7:07/ 3:45 Lone Oak Rd 06-1 Montgomery Alligator 7:05/ 3:35 Lori Lane MEET BUS AT WOLFE RD 13-21 Pounders Cow 7:05/ 3:15 Ludie Perkins Rd 16-5 Duncan Giraffe 7:00 3:25 Main St West from Lawrence Dr (toward Hwy 45) 13-15 R. Finch Dog 7:15/ 3:15 Main St Stanley Rd to Lawrence Dr Na na Main St East from Stanley Rd (toward Hwy 12) 08-1 Cantrell Tiger 6:40/ 4:00 Martin Rd 13-17 Forrester Pig 7:05/ 3:20 Mason Circle 06-1 Montgomery Alligator 7:00/ 3:45 McCool Rd 04-4 Langford Elephant 6:40/ 3:15 McCullough Rd 13-21 Pounders Cow 7:00/ 3:30 McDill Dr MEET BUS AT HONNOLL MILL RD 04-4 Langford Elephant Mike Parra Rd Hwy 45 to Renee Circle 06-2 Box Bear 6:48/ 3:30 Mike Parra Rd Renee Circle to Hwy 373 07-3 Dvorak Horse 6:45/ 3:45 Mike Parra Rd - Nicholson's MHP MEET BUS AT MIKE PARRA RD 07-3 Dvorak Horse 6:50/ 3:45 Mike Parra Rd - Shaw's #2 MHP MEET BUS AT MIKE PARRA RD 07-3 Dvorak Horse 6:52/ 3:43 Mike Parra Rd - Shaw's #3 MHP MEET BUS AT MIKE PARRA RD 07-3 Dvorak Horse 6:53/ 3:41 Mike Parra Rd, 1026 MEET BUS AT MIKE PARRA RD 07-3 Dvorak Horse 6:46/ 3:39 Mike Parra Rd, 1038 (Nicholson's) MEET BUS AT MIKE PARRA RD 07-3 Dvorak Horse 6:48/ 3:37 Mike Parra Rd, 1322 (Shaw's #2) MEET BUS AT MIKE PARRA RD 07-3 Dvorak Horse 6:55/ 3:35
Computer Science A (11th Grade) – Coming in Fall of 2019 Computer Science A focuses on further developing computational-thinking skills through the medium of Android™ App development for mobile platforms. The course utilizes industry-standard tools such as Android Studio, Java™ programming language, XML, and device emulators. Students collaborate to create original solutions to problems of their own choosing by designing and implementing user interfaces and Web-based databases. Cybersecurity (12th Grade) – Coming in Fall of 2020 Cybersecurity introduces the tools and concepts of cybersecurity and encourages students to create solutions that allow people to share computing resources while protecting privacy. Nationally, computational resources are vulnerable and frequently attacked; in Cybersecurity, students solve problems by understanding and closing these vulnerabilities. This course raises students’ knowledge of and commitment to ethical computing behavior. It also aims to develop students’ skills as consumers, friends, citizens, and employees who can effectively contribute to communities with a dependable cyber-infrastructure that moves and processes information safely.
ELECTIVES Art Electives Art I ($30 fee) Ceramics I ($25 fee) CTE-Business & Marketing Business Software Application High School of Business – Leadership/Wealth Mgmt Robotics Communications Journalism Foundations Publications Speech I Publications I - Yearbook English Electives Mythology/Science Fiction CTE- Information & Media Technologies Animation I Video Production I Graphic Design I Photography I ($25 fee) *Must have camera or $100 refundable deposit to rent. Family & Consumer Science Fashion Design & Construction I ($15 fee) Culinary Arts I ($40 fee) World Languages French Italian Spanish I, II H Beginning Spanish Literacy – For Spanish Speakers Only Intermediate Spanish Literacy – For Spanish Speakers Only Advanced Spanish Literacy – For Spanish Speakers Only Social Studies AP Human Geography Geography Civil Liberties & Rights Crime and Justice Contemporary Problems Trade & Industry Auto Tech I ($20 fee) Furniture & Cabinet Making I ($40 fee) Performing Arts Beginning Band ($30 fee) Intermediate Band ($30 fee) Advanced Band ($30 fee) Marching Band ($30 fee) Beginning Guitar ($25 fee) Intermediate Guitar ($30 fee) Advanced Guitar ($40 fee) Guitar Ensemble ($40 fee) Beginning Orchestra ($25 fee) Intermediate Orchestra ($30 fee) Advanced Orchestra ($40 fee) Orchestral Ensemble ($40 fee) Theatre I ($25 fee) Tech. Theatre I ($30 fee) AP Music Theory Music Appreciation AVID AVID Information on all courses offered at Legacy High School can be found in the Course Catalog. The course catalog can be accessed through the Legacy High School website: www.legacyhigh.net
Pennsylvania Office of Developmental Programs Quality Assessment & Improvement (QA&I) Questions Tool for Administrative Entities Overview of the Quality Assessment & Improvement Process The mission of the Office of Developmental Programs (ODP) is to support Pennsylvanians with developmental disabilities to achieve greater independence, choice and opportunity in their lives. ODP’s vision is to continuously improve an effective system of accessible services and supports that are flexible, innovative and person-centered. The Quality Assessment & Improvement Process is a way for ODP to evaluate our current system and identify ways to improve it for all individuals. General Instructions In preparation for completing the QA&I Tool, Administrative Entities (AEs), Supports Coordination Organizations (SCOs) and Providers should review all relevant materials regarding the QA&I process that are posted on the MyODP Training & Resource Center at . In case of questions, issues or concerns related to the questions asked in the tool or the QA&I Process, please contact the ODP QA&I Process Mailbox at and copy the ODP Regional QA&I Lead. If an incident is discovered during the course of the QA&I process that has not been reported, the incident must be immediately reported in the Enterprise Incident Management (EIM) system and Incident Management procedures should be followed. The AE, SCO and Provider shall ensure the health and welfare of individuals at all times. If any entity determines there is an imminent threat to the health and welfare of the individual, immediate steps should be taken to ensure the health and welfare of the individuals and the appropriate regional ODP office should be contacted. Based on circumstances, the entity shall proceed according to the policy established in ODP Bulletin #6000-04-01, Incident Management and as determined appropriate by the regional ODP office. Tool Completion Instructions The following guidelines are intended to help a user and complete this tool successfully. All questions applicable to the entity have to be answered before the tool can be submitted.
23. IM4Q staff do not ask Are staff able to identify what risk mitigation strategies should be implemented for each risk factor? Staff or Family If the interviewer does not have access to the ISP prior to the interview, they should not ask the individual. Interviewer to discuss with Staff/Family: Tell me about any special health and safety needs for this person. What is your role to support these needs? The intent is evaluate if staff/family can describe the person's specialized health and safety needs in the ISP and their role in support of those the needs, if appropriate (e.g., specialized diet; food prep; positioning; medication; mobility; allergies). Yes No NA, no risk mitigation is needed Don’t know, no response, unclear response or person does not communicate using words – please describe: Narrative in addition to the initial response: 24. Do you get to decide your daily schedule (like when to get up, what you do each day, when to go sleep)? Person and/or staff Interviewer should as the person who decides your daily schedule (like when to get up, what you do each day, when to go sleep)? Capture staff responses separately- who decides this person's daily schedule (like when to get up, what you do each day, when to go sleep)? Ask them to provide examples and note. Ask within the context of the environment. Person decides Person has help deciding, Someone else decides Don’t know, no response, unclear response or person does not communicate using words – please describe: Capture Staff answer separately Person decides Person has help deciding, Someone else decides Don’t know, no response, unclear response or person does not communicate using words – please describe: 25. Do you have a place to be alone in your home (can you have time to yourself)? Person Interviewer should ask the person if they have alone time if they want to have time to themselves. Here we are looking at privacy (e.g. going in a room and closing the door), not the person’s need for supervision (e.g. staying home alone). Yes No NA, lives alone or is under 18 Don’t know, no response, unclear response or person does not communicate using words – please describe:
communication system. Mark NA if the individuals’ ISP did not have any communication supports and services identified. The Provider provides communication assistance as indicated in the ISP. For the sample selected, the reviewer determines if the ISP identifies any communication assistance. The reviewer determines if daily documentation and progress notes reflect that the communication assistance identified in the ISP is being provided to the individual. Mark YES if the daily documentation and progress notes reflect how the Provider implemented the communication assistance that was identified in the Mark NO if the daily documentation and progress notes did not reflect how the Provider implemented the communication assistance or if the Provider did not Mark NA if the ISP does not have any communication assistance identified for the individual. The Provider has been entering the individual’s progress related to their communication outcomes into the progress notes. For the sample selected, the reviewer determines if the ISP has a communication outcome identified and whether the Provider is responsible to implement that The reviewer determines if the daily documentation and progress notes for the last 3 months show if progress or lack of progress has been documented as it relates Mark YES if the daily documentation and progress notes show that progress or lack of progress has been documented as it relates to the communication Mark NO if the daily documentation and progress notes does not show progress or lack of progress related to the communication outcomes. Mark NA if the ISP does not have a communication outcome the Provider is responsible to implement. The Provider serves one or more Consolidated or P/FDS Waiver participants who are deaf. For the sample selected, review the ISP to determine if the individual(s) is deaf. Mark YES if the ISP indicates that the individual is deaf. Mark NO if the ISP indicates that the individual is not deaf. The Provider ensures that one or more of the Provider’s administrative staff have The reviewer determines if the staff training records for all administrative staff indicate that ODP’s required training were completed. Required trainings are: Department’s training on deaf culture The unique needs of this population Department’s expectations of the Provider with respect to the provision of effective communication How to document the signing skills of staff and/or other components of service related to effective communication identified in a class member’s ISP 30
Search 8 Present full electronic search strategy for at least one database, including any limits used, such that it could be repeated. Study selection 9 State the process for selecting studies (i.e., screening, eligibility, included in systematic review, and, if applicable, included in the meta-analysis). Data collection process 10 Describe method of data extraction from reports (e.g., piloted forms, independently, in duplicate) and any processes for obtaining and confirming data from investigators. 7, Supp Table 3 Data items 11 List and define all variables for which data were sought (e.g., PICOS, funding sources) and any assumptions and simplifications made. Risk of bias in individual studies 12 Describe methods used for assessing risk of bias of individual studies (including specification of whether this was done at the study or outcome level), and how this information is to be used in any data synthesis. Summary measures 13 State the principal summary measures (e.g., risk ratio, difference in means). 7-8 Synthesis of results 14 Describe the methods of handling data and combining results of studies, if done, including measures of consistency (e.g., I2) for each meta-analysis. 7-8 Risk of bias across studies 15 Specify any assessment of risk of bias that may affect the cumulative evidence (e.g., publication bias, selective reporting within studies). 7-8 Additional analyses 16 Describe methods of additional analyses (e.g., sensitivity or subgroup analyses, meta-regression), if done, indicating which were pre-specified. 8 RESULTS Study selection 17 Give numbers of studies screened, assessed for eligibility, and included in the review, with reasons for exclusions at each stage, ideally with a flow diagram. Study characteristics 18 For each study, present characteristics for which data were extracted (e.g., study size, PICOS, follow-up period) and provide the citations. Risk of bias within studies 19 Present data on risk of bias of each study and, if available, any outcome level assessment (see item 12). 9, (Table 2)
QALA APPLICATION FORM STANDARD FORM Trading Name: Registered Name: Accreditation Status: Approval Status: Postal Address: Postal Code: Street Address: Postal Code: Province: W CAPE N Cape Free State E Cape KZN MP Telephone Number: Facsimile Number: E-Mail Address: Contact Person: Telephone Number: Cell Phone Number: E-Mail Address: PROVIDER DETAILS
APPENDIX 1 QUALIFICATION ID:_______________ – CHEMICAL SPECIALITY ID:_____________________ N.C CHEMICAL OPERATIONS, NQF LEVEL 3 LIST OR ATTACH UNIT STANDARDS (COMPULSORY)] FOR OFFICE USE ONLY QALA Date: d d m m c c y y Place of QALA: Details of Verifier:
This is new learning. Essential Questions What strategies can I use to multiply and divide decimals efficiently? How do I use an area model to help me multiply decimals? How do I use a model to help me divide decimals? See page 1 Subtract Strategies Models visuals MCC5.NBT.7 (Multiply and Divide Decimals) Example: A gumball costs $0.22. How much do 5 gumballs cost? Students thinking: I have ten whole columns shaded and 10 individual boxes shaded. The 10 columns equal 1 whole. The 10 individual boxes equal 10 hundredths or 1 tenth. My answer is $1.10. Example: An area model can be useful for illustrating products. Continued from page 1 Students should be able to describe the partial products displayed by the area model. For example, 3/10 times 4/10 is 12/100 MCC5.NBT.7 (Multiply and Divide Decimals) : directions for yearly spiral review Activator Whole group Base Ten Activity pg. 28 pg. 49 pg. 53 pg. 45 (no models) pg. 41 pg. 59 Continued on page 2 Continued Whole Group (Models and Standard Algorithm) (Printable)
You can’t take 3/6 away from 2/6 so we have to trade that one whole into 6/6. Then we can take away that 3/6 away from that 8/6. It leaves us with 1 5/6. Vocabulary Benchmark fraction Estimate Reasonableness Mixed numbers Number lines Common denominator CCGPS Example/Vocabulary System Resources Example: 3/5 can be interpreted as “3 divided by 5 and as 3 shared by 5”. This is new learning. Essential Questions How are division and fractions related? MCC5.NF.3 Students are expected to demonstrate their understanding using concrete materials, drawing models, and explaining their thinking when working with fractions in multiple contexts. They read 3/5 as “three fifths” and after many experiences with sharing problems, learn that 3/5 can also be interpreted as “3 divided by 5”. Fifth grade student should connect fractions with division, understanding that 5 ÷ 3 = 5/3 MCC5.NF.3 : directions for yearly spiral review Whole Group NY Module/Eureka Math Module 4 *Concept Development
Libraries data, which may later be used by researchers, associations, and policy makers at all levels of the government, NCES encourages Library Directors to reach out to their institution’s Keyholder to inquire how they can help. There are two common roles the Library Director or Contact can take. One, they can be responsible for gathering the requested library data, since they will most likely have the knowledge, experience, and access to do so, and then allow for the Keyholder to submit the data through the online system. Two, they can be the data gatherer and data entry person, if their institution’s Keyholder adds them as an additional user in the online system. How do I identify the IPEDS Keyholder for my institution? First, attempt to contact the appropriate administrative office at your institution, which is often the office where institutional research is housed. If you are unable to identify the IPEDS Keyholder, please contact the IPEDS Help Desk at 1-877-225-2568 or . What if I no longer want to receive communication from IPEDS? Please send an email to the IPEDS Help Desk and request to be removed as a Library Contact from the data collection system. Prior to doing so, please confer with the Keyholder to ensure all parties agree with this course of action. Where can I access additional AL resources? FAQs, variable crosswalks, timelines, and other resources can be accessed via . Who can I contact for more information? The IPEDS Help Desk can be reached 1-877-225-2568 or .
Appendix A: Bulb movement record system example Note: Use of this attachment is not mandatory; however, it may make the audit process easier and therefore quicker if this information is stored on a single spreadsheet. Quarantine entry number: AA44MMTR Import Permit number: IP1234567 Bulb type and quantity: Lilium Laguna 8000; Lilium Cobra 5000 Table 2 Bulb movement record system example Sending QAP ID number Receiving QAP Name Receiving QAP number Receiving QAP address Transfer to state Quarantine premises y/n? Genus Varieties Quantity Certified y/n? Date of movement V1122_1/3/2012_1 Happy bulbs VXXXX 1 Happy Bulb lane, Melbourne No Lilium Laguna 5,000 Yes 1/03/2012 V1122_1/3/2012_1 Happy bulbs VXXXX 1 Happy Bulb lane, Melbourne No Lilium Cobra 1,000 Yes 1/03/2012 V1122_18/3/2012_1 Flower grower VXXXX 13 Smith street, Melbourne No Lilium Laguna 3,000 Yes V1122_18/3/2012_1 Floral Pride WXXXX 57 Jones street, Perth Yes Lilium Cobra 2,000 Yes V1122_15/4/2012_1 Internal Internal Growing area A No Lilium Cobra 2,000 Yes
Version Control Updates to this document will occur automatically on the department’s website and the revision table below will list the amendments as they are approved. Specific sections updated are as follows: Date Version Amendments Approved by Jun 2013 1.0 First release Caroline Martin, Director Industry Arrangements Reform Program Nov 2013 1.1 Rebranding and minor amendments to criteria wording Caroline Martin, Director Industry Arrangements Reform Program Apr 2014 1.2 Minor amendments to criteria wording Caroline Martin, Director Industry Arrangements Reform Program Jun 2014 2.0 Removal of criteria Payment of fees: Fees must be paid for service imposed in accordance with section 46A (1) and section 86E of the Quarantine Act 1908 and subordinate legislation by the due date shown on invoices issued by the department. Caroline Gibson, Director Approved Arrangements section Apr 2016 2.1 Updated department branding Caroline Gibson, Director Approved Arrangements section
SDS Quality Action Plan Template Organisation: Period Covered by Action Plan: Completed by: Position in Organisation: Date Updated: Action Required to Address Areas for Improvement QI Source of Action Provider/ Assessor/ SIA Individual responsible for Action Date Action Started Date Action Finished Review of Actions and Impact Date SA Updated 1 Leadership and Management
2 Planning and Delivery of Training 3 Partnership and Resources Action Required to Address Areas for Improvement QI Source of Action Provider/ Assessor/SIA Individual responsible for Action Date Action Started Date Action Finished Review of Actions and Impact Date SA Updated 4 Leadership and Staff Results 5 Learner and Provider Results
Manufacturing Process Process Flow Chart Stage wise manufacturing process flow chart to be given Clearly state work instruction/checklist to be followed Machinery and Plant (M&P) Sl.No. para no Requirement of M&P as per IS/STR/Specification Details of the M&P available with the firm M&P name Range / Capacity of M&P Name of M&P Model Make Machine no. Year of Built Range/ Capacity Testing & Plant Sl.No. para no Requirement of T&P as per IS/STR/Specification Details of the T&P available with the firm T&P name Range / Capacity of T&P Name of T&P Model Make Machine no. Year of Built Range/ Capacity Details of Sub-assemblies/Components Manufactured Part I: Details of in-house manufactured Sl.No. Item Name Drawing No Part II: Details of components/Sub-assemblies purchased from CLW/RDSO approved vendors Sl.No. Item Name Drawing No Approved source of RDSO/CLW Name/Address of the source
Name of the process Sample Size & its Frequency of inspection Checklist no. Mode of inspection / equipment used Rejection / Disposal Corrective& preventive action register no Part III:Final internal inspection of the product by the firm Sl.No. Name of the test/ process Sample Size & its Frequency of inspection Checklist no. Mode of inspection / equipment used Rejection & Disposal Traceability register no Reprocessed / Scrapped Handling of Rejected Material Please provide details System for Customer Complaints/Warranty Failures Warranty failures/In-service failures reported from customers Sl.No. Date of report of complaint Letter no Complaint received from Brief details of complaint Classification of failure Whether any person deputed for collecting field sample Date of joint inspection Failure analysis & cause of failure Date of compliance in case of warranty C & P action taken Warranty failure/ In service failure/ Call for joint inspection / Consignee end rejection / General complaints * The firm shall maintain a complaint register in the above format and the summary required to be given during renewal Details of after Sales & Service Name of Service Engineer Location/Place Contact Detail
Root Cause Corrective Action Responsible Individual/Group Completion Deadline Measures of Success (How we will know this action is successful) Consider measures of how often recommended processes are not followed and the incidence of similar adverse events Reporting Schedule for Individual or Group Responsible for Reviewing Results
CQI Action Plan Medical Injuries and Medical Errors Identification FACILITY: CONTACT: TEAM MEMBERS: Medical Director Nurse manager Facility nurses Patient care technicians Dietitian Social worker Nephrologists GOAL: Minimize the number of occurrences & persons affected by such occurrences PROBLEM STATEMENT: (Example) Adverse Events monitoring not consistently reviewed by QAPI team ROOT CAUSE(S): (Example) Lack of communication between interdisciplinary team (Example) Lack of proper instruction on policies/procedures (Example) Lack of consistent enforcement of policies/procedures ACTION PLAN RESPONSIBLE TEAM MEMBER START DATE ESTIMATED COMPLETION DATE ACTUAL COMPLETION DATE COMMENTS (STATUS, OUTCOMES, DISPOSITION, ETC.) Assemble inter-disciplinary team monthly. Establish goals! QAPI team must review all reports related to patient/staff injuries Trend any injuries or errors to identify prevalence of occurrences, commonalities and causes. Identify barriers to meeting goals Create plan to address identified barriers. Document actions taken to prevent reoccurrences. Educate staff
Quality of Life: Address how the facility will implement and integrate QAPI into the care for residents in a manner and in an environment that maintains or enhances each resident’s quality of life. Resident Choice: Address how the facility will implement and integrate QAPI to promote person-centered care and protect and honor each resident’s rights. Care Transitions: Address how the facility will implement and integrate QAPI into transitions across varying levels of care to promote resident safety and continuity of care. Describe how QAPI will aim for safety and high quality with all clinical interventions while emphasizing autonomy and choice in daily life for a) Leadership that is competent, committed and stable b) Reliable capital and operational funding sufficient to achieve the mission c) Human resources d) An inclusive process supported by all stakeholders e) Selective, focused performance improvement initiatives Key areas of focus It is the goal of the facility to integrate QAPI into all care and service areas of the organization. The following will be key areas of focus of the facility: Clinical care Quality of life Resident choice Care transitions QAPI efforts Effective performance improvement efforts will focus on the development, maintenance and periodic improvement of systems that influence organizational