zilongwang/ReadingBank huggingface dataset:
Conducting Competitive Exam Classes Extension (activity other than SHEPHERD) Creative Ventures Faculty Development Programme organized by the dept. MoU / LoU YES / NO ____ ____ ____ 11 Number of faculty Presented Research Papers in Conferences Published in refereed Journals Average Impact Factor Visited Abroad for academics Acted as Resource Person Acted as Consultant Attended Conferences Published Books / Monographs Received Research Grants Received Awards/Recognition Regional National International Regional National International _____ _____ _____ _____ _____ _____ _____ 12 Annual Budget for the item 1. 2. 3. Planned by the Dept. Received from the Mgt. 13 Steps taken to fulfill the 4th Core Value of Higher Education Institutions(HEI) i.e. infusing ICT in functioning of the department 1. 2. 3. 14 Quantify the e-tools available for the students / prepared by the faculty of the dept. PPT e- Handouts e-content e-Lectures 15 Alumni meeting of the dept. held on 16 List the Best Practices of the Dept By the faculty as a whole 1.
For the Students 2. 3. 1. 2. 3. 17 The following are the measures undertaken in Curriculum Development and Evaluation Process for the Slow Learners Fast Learners Slow Learners 1. 2. 3. Fast Learners 1. 2. 3. 18 List the Environment Consciousness effort adopted by the department 1. 2. 19 Department’s observations as response to SWOT analysis in short sentences Strength 1. 2. Weakness 1. 2. Challenges 1. 2. Opportunity 1. 2.
Dr. Christopher Dale Dr. Christopher Dale is a board-certified orthopedic surgeon with experience in the newest techniques for, , and joint reconstruction. Dr. Dale joined Dean Clinic in 2006. He graduated Magna Cum Laude with a degree in Biology from St. Norbert College in De Pere, Wisconsin, and he received his M.D. from the University of Wisconsin Medical School. He then performed an orthopedic residency at Henry Ford Hospital in Detroit, Michigan. In addition to practicing orthopedic surgery, Dr. Dale serves as the Co-Chair of the Surgical Board Committee at St. Clare Hospital in Baraboo. Dr. Lance Sathoff Dr. Lance Sathoff has been an orthopedic surgeon on Monroe Clinic's team for 15 years. In that time he has proven success in treating joint replacement patients and helped launch Monroe Clinic’s Joint Replacement Center of Excellence. Known for his interest in new technologies and surgical advancements, Dr. Sathoff does direct anterior approach hip replacement, minimally invasive knee replacement, and shoulder resurfacing as well as knee arthroscopy, rotator cuff surgery, ACL surgery and fracture fixation. A board certified orthopaedic surgeon, he attended the Medical College of Wisconsin with residency of orthopaedic surgery at Medical College of Wisconsin Affiliated Hospitals. Dr. Vijay Kantamneni A University of Wisconsin Medical School graduate, Dr. Vijay Kantamneni is a board cardiothoracic surgeon specializing in both cardiovascular and peripheral vascular surgery, including Coronary Artery Bypass Graft (CABG). Dr. Kantamneni also completed a fellowship in Cardiothoracic Surgery in Research in 1989 and has been a vital part of the Dean Clinic team since 1993. He currently serves as the Dean Clinic Chief of Cardiovascular & Thoracic Surgery. More Information About Designated Hospitals Meriter Hospital Meriter–UnityPoint Health provides comprehensive, coordinated care to patients throughout the Greater Madison area through our clinics, hospital and home care services. Employing more than 3,500 people, Meriter offers primary and specialty care, including heart and vascular, orthopedics, women’s health, and the busiest birthing center in Wisconsin. Meriter is a 2014 recipient of the National Research Corporations’ Top Rated Pediatric Doctors award, a four-time winner of the Most Wired award and In Business magazine’s 2014 Top Company to Work For. For more information, visit meriter.com. Monroe Clinic
INTRODUCTION In supporting the health and wellbeing of children the use of medications may be required by children at the education and care service. Any medication must be administered as prescribed by medical practitioners and first aid guidelines to ensure continuing health for the child and for the child’s safety and wellbeing. GOALS: Families requesting the administration of medication will be required to follow the guidelines developed by the education and care service to ensure the safety of children and educators. The education and care service will follow legislative guidelines and standards in order to ensure the health of children, families and educators at all times. STRATEGIES: The Nominated Supervisor will: Ensure that a medication record is developed for each child requiring medication at the education and care service. The medication record must detail the name of the child and have authorisation to administer medication signed by the parent/or person named on the enrolment form as authorised to consent to the administration of medication Ensure that medication is not administered to a child being educated and cared for by the service unless the administration is authorised, and administered: as prescribed by a registered medical practitioner (with instructions either attached to the medication, or in written/verbal form from the medical practitioner.) from the original container; with the original label clearly showing the name of the child before the expiry/use by date. Ensure that written and verbal notification are given to a parent or other family member of a child as soon as practicable, if medication is administered to the child in an emergency when consent was either verbal or provided by medical practitioners Ensure that if medication is administered without authorisation in the event of an asthma or anaphylaxis emergency that the parent of the child and emergency services are notified as soon as practical Ensure that enrolment records for each child outline the details of persons permitted to authorise the administration of
Chaoran Xu (Randy) MSc Software Energy Efficient Mobile Cloud Computation Offloading for Web Centric Applications. Dr Yuansong Qiao Dr Brian Lee Dr Niall Murray Prof John Morrison, UCC Megan Walsh MSc Life and Physical Science The effect of sterilization on the biocompability and ostegenic potential of tissue engineering scaffolds for bone repair. Dr James Kennedy Prof Fergal O'Brien, (Royal College of Surgeons) Dr John Gleeson (Royal College of Surgeons) Dr Louise McNamara, NUIG Oladimeji Sapoloso MSc Identification and characterisation of bacteria in contrasting roles as contaminant and bio-fertiliser. Dr Donal Eardly Dr Gerard Colleran (IT Tallaght) Dr Salwa Barkwan Dr Colin Conway, GMIT Michael Donohoe MSc Nursing and Health Science An investigation into the effectiveness of latent myofascial trigger point dry needling on muscle activation patterns. Dr Niamh Ní Chéilleachair, Dr Siobhán O'Connor, Dr Giles Warrington, Prof Neil Rowan Dr Jason S. Scibek, Duquesne University, Pittsburgh, PA, USA. Dr Eamonn Delahunt, UCDS Tracey O'Fiaich MSc Nursing and Health Science Knowledge and use of folic acid in the Midlands, Ireland. Ms Olivia Corcoran Dr Sheila Faherty Dr Mary Rose Sweeney DCU Emily McFadden MSc Health Sciences Comparative studies on the use of pulsed-UV light, electron-beam, and gamma irradiation for the novel processing of commercially-available infant milk formula in Ireland. Dr Patricia Heavey, Prof Neil Rowan, Dr. James Kennedy Prof Brian McNeil University of Strathclyde, Scotland Sinead Fallon MA Applied Social Care Rights through and in education: An examination of the practice of children's rights in second level schools in Ireland. Dr Sheila McGree Dr John Canavan, NUIG
Athlone Institute of Technology Figures for Postgraduate Research Students June 2016 MASTERS School of Business School of Humanities School of Engineering School of Science Business Accountancy Social Care Hotel & Cat Languages Art & Design Software Mechanical Plastics/ Polymer Civil Life & Physical Nursing and Health Science Total Total 1 15 21 12 8 57 PhD School of Business School of Humanities School of Engineering School of Science 4 11 5 20 Total Total number of Research Students - June 2016 = 77
Consultation Please respond to this consultation document! The closing date for comments is 19 October 2012 You can email your comments to or call one of our Quality Managers: Robin Sasaru (mobile: 07718 118178) Simon Kent (mobile: 07718 118176) This document is subject to a planned consultation process during September and October 2012. Comments are welcomed on any part of the document. In addition, specific questions for consultation are noted below: Consultation questions
Objective Goal / KPI Source Priority (based on risk) (L/M/H) How will we achieve this outcome? Measure of success Timeline Accountable person(s) Completed or evaluated Refer to the ACHS EQuIPNational Risk Management and Quality Improvement Handbook for examples and further information. Delete this row and the following row prior to submission. State what the organisation wants to achieve and why. Determine the baseline data against which the improvement will be measured. For example, an improvement in compliance, updated protocols, etc. State how the issue was identified, for example via an audit, GAP analysis, survey report, incident, complaint, etc. Prioritise the improvement according to the risk rating of the issue; whether it is a Low, Medium or High risk Describe the actions the organisation will take to improve the issue / process identified; for example ,modification of specific protocols or processes, provision of training, etc. Define the measure against the baseline data that identifies if the improvement was a success. For example, an increase in compliance rates, or an evaluation of the completed protocols, etc. Document the date of expected completion. Identify the position of the person responsible for designing, implementing, measuring and evaluating the improvement. Note if the objective has been completed or evaluated. Have the changes / strategies been implemented? If evaluation is required, how was the change evaluated?
as well. Graphic organizers have also been shown to assist students with learning disabilities. Information can be scaffolded to assist students in constructing written products. The Modeled Writing and Shared Reading are the final artifacts within my literacy project. Students have to be shown how to write and taught how they should read. By modeling writing, I am showing students how to take information they have read and put it into information they can use. This is not a note taking strategy, but a tool designed to help students think about what they have read and what they want to say about what they have read. Shared reading is designed to teach students to think while reading. By modeling questioning during the text, students learn how to do more than just read. They can determine the author’s purpose and infer on their own what information they are wanting from the text. After the conclusion of this course, I have learned that it is essential for a to have a variety of methods and tools to teach students how to become better readers and better students. My literacy project meets all of those requirements and is an invaluable tool that I will use in the future as a teacher.
On the ‘Staff administration' page, click on the staff member you would like to access to the Quality Indicator application. For information about how to add a staff member to your facility, please refer to . Click ‘Edit staff details’. Click the check box participating for ‘Quality indicators’ at the bottom of the staff details screen. The staff member can now log into the My Aged Care Provider Portal and they will find the new ‘Quality Indicators’ tile on their homepage. How do I set the Quality Indicator Targets for a facility? The Administrator can set targets, for a facility, for each of the Quality Indicators. The targets are not set by the department. To enter the Quality Indicator Targets, follow the steps below. From the landing page, click on the Quality Indicators tile. Click ‘Select facility’ to find the facility you will be setting targets for. Click on the facility you are setting the Quality Indicator Targets for and click ‘Select’. Select ‘Continue’.
Quality Manager (Cannot be the same as the Project Manager. Reports directly to Project Sponsor or steering committee or executive committee) Draft the Quality Management Plan Maintain the Quality Management Plan Identify project quality standards and metrics Manage day-to-day quality management activities Provide oversight and audits of project processes including, but not limited to, project office processes, development processes, business processes, and procedures Identify and escalate any critical quality issues to the Project Manager, executive committee, steering committee, and the Project Sponsor Collect and analyze project metrics Establish reporting standards that provide findings from quality measurements on a periodic basis. These findings identify areas where business, technical, and/or management quality objectives are or are not being met, or where trends in quality are moving in or out of control limits. Establish and maintain a repository for quality measurement and tracking Project Team Members Ensure adherence to processes standards Ensure deliverables meet quality standards Flag quality issues to the Quality Manager Participate in team-level quality reviews [Add other roles as project needs dictate] [Add responsibilities for each additional role] Approach [In this section, define the quality management approach clearly enough to identify necessary activities for quality assurance and control for the entire project lifecycle. Quality assurance is the set of activities for ensuring quality in the processes by which project products are developed. Quality Control is the set of activities for ensuring quality in products. The activities focus on identifying defects in the actual products produced. In general, project goals with regard to quality include the ability to:
OR Affiliate trademark compliance < New procedure description> Record template / system used < written instructions - internal audit reports – web site checks reports…> AR 8.2-1 ATC Providers are at all times responsible for their Brokers’ compliance with the trademark usage guidelines in the Accreditation Trademark License Agreement with respect to promotional material for their ATC. The quality system documentation should describe how the Organization will instruct and police its Brokers with respect to trademark usage. Internal audit report should retain this record. Broker trademark compliance Document name Reference in Document Comment Record template / system used < written instructions - internal audit reports – web site checks reports…> OR Broker trademark compliance < New procedure description> Record template / system used < written instructions - internal audit reports – web site checks reports…> Accreditation Policy and Accreditation Requirements available on http://www.opengroup.org/certifications/accreditation/submit-new
siemens.com/careers Job QM/PR Quality Manager – Production site Pravets Maintaining and continuously improve the local Integrated Management System (ISO9001, ISO14001, BS OHSAS 18001), lead the quality department, drive for continuous improvement to achieve internal and external customer satisfaction with optimized resource Siemens EOOD, Pravets Quality Maneger – Production site Pravets What are my tasks? • Set-up and maintain local Quality Management System according to ISO9001, ISO14001, BS OHSAS18001 and SIEMENS Quality Standards. Fulfill the Quality System Management Representative role. • "Environment, Health and Safety" responsible, including description, implementation, maintenance of process and related data and improvements. • Ensure that the manufactured products are safe and according to the product related specifications. • Monitor the product quality level. Analyze manufacturing data and facilitate problem-solving teams when needed. • Maintain and improve the quality in the company, which includes contributing to quality planning, ensuring that Key indicators are successfully achieved. • Control non-conformance both externally and internally. Initiate, implement and verify corrective actions as needed. Fulfill transparent quality reporting and communication in general. • Maintain supplier audits, internal audits and required customer audits to discover opportunities for improvement. • Hire, train and manage quality employees to work at their full potential to follow their tasks. • Perform other quality related duties and assignments as required. What skills should I bring with me? • Master/Bachelor degree Engineer (Electrical or Mechanical Engineering Preferred) • 3+ inside & quality areas • Knowledge of production and quality management, ISO9001, ISO14001 BS OHSAS18001 • Fluent oral and written English language is mandatory • PC skills (MS Office) • Well organized person, possessing high level of initiative, autonomy and eagerness to learn • Strong analytical skills • Multitasking ability • Ability to work under pressure and with short deadlines What do we offer? - Competitive remuneration along with attractive social package. - The career development opportunities that only a multinational environment can offer. How to apply? Are you interested in this opportunity? Please send your complete job application (cover letter, curriculum vitae) via e-mail not later than 07.08.2017. Please point the position you are applying for. All applications will be dealt in strict
and Follow-Up Plan #130 Documentation of Current Medications in the Medical Record Patient Safety Administrative Clinical Data Registry EHR #131 Pain Assessment and Follow-Up Communication and Care Coordination Administrative Clinical Data Registry #154 Falls: Risk Assessment Patient Safety Administrative Clinical Data Registry EHR #155 Falls: Plan of Care Communication and Care Coordination Administrative Clinical Data Registry #226 Preventive Care and Screening: Tobacco Use: Screening and Cessation Intervention Community/Population Health Administrative Clinical Data Registry EHR #265 Biopsy Follow-Up Communication and Care Coordination Administrative Clinical Data Registry #276 Sleep Apnea: Assessment of Sleep Symptoms Effective Clinical Care Administrative Clinical Data Registry #277 Sleep Apnea: Severity Assessment at Initial Diagnosis Effective Clinical Care Administrative Clinical Data Registry #278 Sleep Apnea: Positive Airway Pressure Therapy Prescribed Effective Clinical Care Administrative Clinical Data Registry #279 Sleep Apnea: Assessment of Adherence to Positive Airway Pressure Therapy Effective Clinical Care Administrative Clinical Data Registry #317 Preventive Care and Screening: Screening for High Blood Pressure and Follow-Up Documented Community/Population Health Administrative Clinical Data Registry EHR #331 Adult Sinusitis: Antibiotic Prescribed for Acute Sinusitis (Overuse) Efficiency and Cost Reduction Administrative Clinical Data Registry #332 Adult Sinusitis: Appropriate Choice of Antibiotic: Amoxicillin With or Without Clavulanate Prescribed for Patients with Acute Bacterial Sinusitis Efficiency and Cost Reduction Administrative Clinical Data Registry #333 Adult Sinusitis: Computerized Tomography (CT) for Acute Sinusitis (Overuse) Efficiency and Cost Reduction Administrative Clinical Data Registry #334 Adult Sinusitis: More than One Computerized Efficiency and Cost Reduction Administrative Clinical Data Registry
2.9 Resources and activities reflect and value diversity of children’s backgrounds and experiences 2.10 Rhythm, songs, rhymes, musical beat and sound activities occur daily 2.11 There are daily opportunities for one-to-one and small group story times 2.12 Movement-play activities are part of a daily programme of experiences for children 2.13 Understanding the world is supported by regular ‘out and about’ opportunities in the community 2.14 Routines are focused on children as individuals and seen as valuable learning and development opportunities 2.15 Assessment of children’s learning and development is based on what the child can and is able to do through systematic observations of the child’s play in various contexts and their interactions with others 2.16 Children’s learning journeys are well
maintained and are up-to-date; they reflect each child’s characteristics of learning and progress over time and include parental comments 2.17 Children’s records of progress and summative assessment at two are discussed with the child’s parents and shared with those who need to know 2.18 Staff support and actively engage all parents in their child’s early learning at home and in the setting Part 3: Personal development, behaviour and welfare Yes No Evidence Actions 3.1 There is a child-centred rhythm in the organisation of the day 3.2 Children have time and space to enjoy the environment safely and be absorbed in their flow of learning 3.3 Resources are plentiful to minimise conflicting situations 3.4 Resources are placed at children’s level allowing them to help themselves. Adults
Utilizing high reliability standards, just culture principles, and the Magnet model of quality improvement, the MCC has the potential organizational support available to resolve this issue. The author proposes to change the discharge process of these patients by utilizing a staff survey and the unit based shared governance council to identify both the cause of discharge delays and ideas for process improvements. This project will potentially improve interprofessional communication, patient experience, and ethical practices on the unit. References American Nurses Association [ANA]. (2015). Code of ethics for nurses with interpretive statements. Retrieved from American Nurses Credentialing Center [ANCC]. (2015). Magnet model. Retrieved from http://www.nursecredentialing.org/Magnet/ProgramOverview/New-Magnet-Model Boysen, P. G. (2013). Just culture: A foundation for balanced accountability and patient safety. The Ochsner Journal, 13(3), 400-406. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3776518/ Clarke, P. N. & Hassmiller, S. (2013). Nursing leadership: Interprofessional education and practice. Nursing Science Quarterly, 26(4), 333-336. doi: 10.1177/0894318413500313 Chassin, M. R. & Loeb, J. M. (2013). High-reliability health care: Getting there from here. The Milbank Quarterly, 91(3), 459-490. Retrieved from
Wise, D. (2014). Getting to know just culture. Retrieved from https://www.justculture.org/getting-to-know-just-culture/#.UsR44bQ2jW4 Appendix Practice Envoronment Scale of the Nursing Work Index (NQF, 2004)
A bottoms up approach would work to advance to process of creating a business environment (a foundation)that meets the needs of and is desirable to as many businesses as possible A Basic Approach Establish a baseline description of a desirable/optimal small business environment Complete research necessary to map the small business environment in Cherokee Identify gaps/constraints between Cherokee environment and baseline Prioritize the challenges and attack the problem After That? Create incentives to come to Cherokee Develop the resources and avenues to connect with potential small businesses locally, regionally and beyond Start, gain momentum, and sustain the effort The meeting participants agreed that developing a baseline description of a desirable/optimal small business environment was an important starting point for the work on small business. They also noted that expanding the small business sector in Cherokee had three components: helping new businesses start, helping existing small businesses to grow, and attracting small businesses to the Boundary. The participants made the following points about helping to expand small business: Make it easier to understand the process and rules for starting a business on the Boundary (this ties into the work being done by the Real Estate task force) Clarify the tax regime – what is subject to state tax, what is subject to Tribal levy Ensure that the state’s commercial code mirrors the UCC Work with Sequoyah Fund and others to increase the amount of expansion financing available Expand the level of market knowledge and make it more available Develop greater clarity about what triggers a NEPA review – and whether the Tribe can take actions that reduce the cost of NEPA reviews for individual businesses by spreading it over a number of businesses Encourage business-to-business support and networking Develop additional perks for small business owners, such as affordable housing and lease program incentive Knowledge Industry Task Team Report-Out The Knowledge Industry will focus on two inter-related issues: Expanding Knowledge Industry businesses and workforce. This would include both supporting local entrepreneurs and attracting new knowledge businesses. It would involve promoting the expansion of training and educational opportunities in technology. It also would look at the marketing required to counteract the perception that Western North Carolina is so rural and backwards that it is not a place where knowledge industries can succeed. Expanding broadband and communications infrastructure. The task team will primarily look at this through the lens of business expansion: what investments in the expansion of broadband
Memo to: Qualla 2020 Committee Members From: John Weiser Ben Sherman Date: June 18, 2014 Re: Notes from May 21st Meeting This memo presents the notes from the May 21st meeting of the Qualla 2020 Committee. Meeting Attendees: The meeting was attended by the following individuals from the Qualla 2020 Committee: Chief Michell Hicks Jim Bigwitch James Caldwell Tonya Carroll Kevin Cornelius Missy Crowe Michelle Evans Mary Jane Ferguson Lynn Harlan Robert Harris Hope Huskey Tammy Jackson Carla Jamison Glenda Junaluska Marie Junaluska Amy Kaloneheskie Jason Lambert Wanda Lawless Lisa Leatherman Christy Long Krystal Luttrell Adele Madden Skooter McCoy Steve Morse Paxton Myers Charlene Owle Amy Parker Forrest Parker Paisley Raby Ray Rose Jacob Reed Ryan Sherby Russ Seagle Perry Shell Hannah Smith John Tissue Angie Votaw Juanita Wilson Paula Brown Wojtkowski David Wyatt Qualla 2020 overview This was the fourth of six meetings for the Qualla 2020 Project. The committee reviewed the purpose and timing of the Qualla 2020.
The Committee thought that this Action Plan also had merit, and should continue to be developed in more detail. Attracting Knowledge Industries Ryan Sherby presented the outline of an Action Plan for a marketing plan to attract knowledge industry businesses: Goal: identify and attract small-midsize knowledge businesses to Boundary and 7 counties of Western NC Activities: Inventory and quantify the key assets of Mountain West Alliance region make it uniquely attractive to small, growing, entrepreneurial knowledge industry businesses Conduct market research to develop clear profiles of target market segments/customers who would find the assets of Mountain West Alliance locations attractive. Develop “market offering”: sites, information, incentives to share with potentially interested companies. Develop and launch marketing campaign Organizational home: Southwest Commission Potential Partners: EBCI Commerce, Economic Development Depts of 7 Western Counties, Duke Energy, Drake Software Resources: TBD Potential funding in cash and in kind Drake Software? Special assessment from 7 counties? EBCI? Cherokee Preservation Foundation? Committee members suggested that it would be useful to connect this work with the work that is being done by Dr. Steven Morse and others at Western Carolina regarding the assets of the western NC region, and how these can best be positioned to help attract entrepreneurial businesses. Jason Lambert noted that the Tribe is considering the potential for a Tribally-owned data center. The data center would likely not generate much in the way of jobs – these businesses are but not labor-intensive. The current locations under study are not on the Boundary, so would not generate levy. The primary way that a data center might create financial benefits for the Tribe would be through profits generated by a Tribally-owned data center. This subject is still under study, and it’s not clear if and when the Tribe will move forward. John Weiser presented the outline of an Action Plan to conduct a feasibility study for a fiber-enabled building and co-working space:
Memo to: Qualla 2020 Committee Members From: John Weiser Ben Sherman Date: July 13, 2014 Re: Notes from June 27th Meeting This memo presents the notes from the June 27th meeting of the Qualla 2020 Committee. Meeting Attendees: The meeting was attended by the following individuals from the Qualla 2020 Committee: Jim Bigwitch Bill Boyum Ethan Clapsaddle Mary Jane Ferguson Lynn Harlan Robert Harris Hope Huskey Carla Jamison Jason Lambert Wanda Lawless Courtney Lewis Ruth McCoy Skooter McCoy Steve Morse Paxton Myers Amy Parker Paisley Raby Jacob Reed Tommye Saunooke Ryan Sherby Perry Shell Bo Taylor John Tissue Mary Wachacha Darlene Whitetree David Wyatt Qualla 2020 overview This was the fifth of six meetings for the Qualla 2020 Project. The committee reviewed the purpose and timing of the Qualla 2020. The purpose of the Qualla 2020 Project is to diversify the Cherokee economy and reduce its risks so that it can better ensure the well-being of the Cherokee population into the future. In order to do this, the Qualla 2020 Project will seek to mitigate the dependence of the economy on gaming revenues, and to develop and expand businesses in ways that uphold the core values of the Cherokee people. There will be one final Committee meeting after this: Tuesday, July 15, 9:00 am – 3:00 pm
Name _____________________________________________________________________________ Qualitative Observations vs. Quantitative Observations Worksheet All of the observations in this worksheet were qualitative; that is, you observed a quality about an object (it smelled good, it was green, etc.). Another type of observation is quantitative, meaning that it can be described or measured in concrete numerical terms. The following observations are quantitative: There are 30 students in my class. I weigh 98 pounds. I ate a pound of potatoes. Determine which of the following statements are quantitative and which are qualitative. _____1. The cup had a mass of 454 grams. _____2. The temperature outside is 250o C. _____3. It is warm outside. _____4. The tree is 30 feet tall. _____5. The building has 25 stories. _____6. The building is taller than the tree. _____7. The sidewalk is long. _____8. The sidewalk is 100 meters long. _____9. The race was over quickly. _____10. The race was over in 10 minutes. A. Qualitative B. Quantitative
PICNIC POINT HIGH SCHOOL 2014 PHYSICS Weekly Outline Syllabus Outcomes GLOSSARY Module 9.8 From Quanta to Quarks Students learn to: Students: 1. Problems with the Rutherford model of the atom led to the search for a model that would better explain the observed phenomena discuss the structure of the Rutherford model of the atom, the existence of the nucleus and electron orbits perform a first-hand investigation to observe the visible components of the hydrogen spectrum process and present diagrammatic information to illustrate Bohr’s explanation of the Balmer series analyse the significance of the hydrogen spectrum in the development of Bohr’s model of the atom
solve problems and analyse information using: analyse secondary information to identify the difficulties with the Rutherford-Bohr model, including its inability to completely explain: – the spectra of larger atoms – the relative intensity of spectral lines – the existence of hyperfine spectral lines – the Zeeman effect define Bohr’s postulates discuss Planck’s contribution to the concept of quantised energy describe how Bohr’s postulates led to the development of a mathematical model to account for the existence of the hydrogen spectrum: discuss the limitations of the Bohr model of the hydrogen atom 2. The limitations of classical physics gave birth to quantum physics describe the impact of de Broglie’s proposal that any kind of particle has both wave and particle properties 2.3.1 solve problems and analyse information using: 2.3.2 gather, process, analyse and present information and use available evidence to assess the contributions made by Heisenberg and Pauli to the development of atomic theory define diffraction and identify that interference occurs between waves that have been diffracted describe the confirmation of de Broglie’s proposal by Davisson and Germer explain the stability of the electron orbits in the Bohr atom using de Broglie’s hypothesis Students learn to: Students: 3. The work of Chadwick and Fermi in producing artificial transmutations led to practical applications of nuclear physics define the components of the nucleus (protons and neutrons) as nucleons and contrast their properties perform a first-hand investigation or gather secondary information to observe radiation emitted from a nucleus using Wilson Cloud Chamber or similar detection device solve problems and analyse information to calculate the mass defect and energy released in natural transmutation and fission reactions discuss the importance of conservation laws to Chadwick’s discovery of the neutron define the term ‘transmutation’
Implantation of a Left Ventricular Assist Device (LVAD) from the Recipient’s Perspective: Then It Becomes Real Background: The implantation of an LVAD occurs during the advanced-stage of heart failure and is a life-changing event for recipients. In most cases, recipients must choose between accepting the implanted LVAD or preparing for the imminent end of their lives. Despite the gravity of this situation, few studies explore the lived experiences among LVAD recipients or the process of decision-making to obtain an LVAD from the perspective of the recipient, and little is known about the recipient’s expectation of what life would be like after implantation. Purpose: To examine the experience of LVAD recipients about life with an implanted device from their perspective, including the decision to obtain the LVAD and their expectations about living with the device after implantation. Methods A qualitative content analysis was completed using open-ended questions asked directly to LVAD recipients in a dedicated online support group. Ninety recipients discussed their experiences about LVAD implantation, including the decision to obtain the LVAD, pre-surgical education, communication with the health-care team, and the positive and negative aspects of living with an implanted LVAD. Results From the perspective of the recipient, the LVAD extends life but requires significant sacrifices. This study uncovered a theme that LVAD recipients may not view the life-and-death decision to obtain an LVAD as a choice. In addition, the expectations of LVAD recipients may not fully account for the difficulties of life with the device following implantation. Conclusion The decision to obtain an implanted LVAD is often made with limited time to consider options. Recipients may feel informed before implantation, but “then it becomes real” only after implantation occurs. Effective communication between the recipient and LVAD health care team is essential before and after device implantation. Understanding the perspective of the recipient at time of decision-making and recognizing the importance of discussing the positive and negative aspects of life with an LVAD before and after implantation is essential to help the recipient adjust to life with the device.
Page A-10 1.Express the following numbers into Exponential Notation: .036 = 3.6 x 10-2 = 2.00031 x 104 = 1.55567 x 102 2.Convert the following to the form: a. 3.257 x 103 = 3,257 b. 3.2 x 10-5 = .000032 c. 1.2 x 106 = 1,200,000 d. 104 = 10,000 3. Which is greater (larger)? m L Kg 1 oz mm 1 in 4.Complete the following: m = .001 Km 1 mL = .01 dL 1 mm = 1,000 µm 1 cm = 10 mm 100 mnL = .1 L 10 dm = 1,000,000 µm 10 mL = .01 L 1.3 m = 1,300 mm 1 µm = 1,000 mm 100,000 ng = .0001 g 15 dL = 1.5 L 2.5 cm = .025 m 8 g = 8,000,000 µg 63 mm = .063 m .65 L = 650 mL 16 mg = 16,000 µg
Live Load on slab 4-5 /B-D (Two way slab) Load is transferred to beam 4, B-D in a trapezoidal form. Convert the trapezoidal load into UDL. Live Load from slab 4-5 / B-D = Live load on slab x (Lx /2) = 2.5 kN/m² x ( 1.5 m / 2) = 1.9 kN/m Total live Load Total for B-D = 1.9 kN/m -Ultimate Load Apply factor 1.4 and 1.6 to dead load and live load respectively. Dead load B-D= 12.4 kN/m x 1.4 = 17.4 kN/m Live load B-D = 1.9 kN/m x 1.6 = 3 kN/m Ultimate load B-D = 17.4 kN/m + 3 kN/m = 20.4 kN/m - Reactions ∑Mᴮ = 0 = R ᴰᵧ(2.4) –20.4 (2.4) ( 2.4/2) = 2.4 R ᴰᵧ - 58.8 R ᴰᵧ = 24.5 kN ∑D ᵧ =0 = R ᴰᵧ + Rᴮᵧ - (20.4 x 2.4) = Rᴮᵧ + 24.5 kN – 49 Rᴮᵧ = 24.5 kN
Number recognition and identification The student: recognises small quantities (<4) as being the same or different without counting (subitises) compares two quantities and states which group has more and which less matches one numeral with another (matches to a sample) recognises some numerals, such as those associated with age or home address. Numeral recognition and identification The student: indicates the correct numeral from a of different symbols for most numerals up to 10 (‘which is 3?’) produces the matching number word for most numerals up to 10. Numeral recognition and identification The student: recognises and identifies all numerals in the range 1–10 selects the largest numeral from an unordered group of 3 or more, in the range 1–10. Numeral recognition and identification The student: recognises and identifies all numerals in the range 1–10 as well as 20, 30, 40, 50, 60, 70, 80, 90 and 100 orders numerals to at 10. Numeral recognition and identification The student: points to the correct numeral in response to a verbal request, for numerals up to 20 as well as 30, 40, 50, 60, 70, 80, 90 and 100. Numeral recognition and identification The student: identifies all numerals up to 30 as well as 40, 50, 60, 70, 80, 90 and 100 (is the numeral 17 and produces its name) orders numbers to at least 20 (determines the largest number in a group of numbers selected from 1 to 20). Numeral recognition and identification The student: identifies numerals from 0 to at least 100 (is shown the numeral 45 and produces its name) recognises a numeral from a given range up to 100 (is shown the numerals 70, 38, 56 and 26 and when asked which is 38, indicates the numeral). Student learning in numeracy has beyond Mathematics in the Victorian Curriculum F–10. Teachers are encouraged to identify links within their teaching and learning plans.
Quantitative Aptitude Pipes and Cisterns. Partnership Problems on L.C.M and H.C.F. Compound Interest. Numbers and Ages. Probability Problems on Trains. Averages Percentages Volume and Surface Area, Races and Games. Quadratic Equations. Ratio and Proportion. Odd Man Out. Mixture and allegation Stocks and shares, Computation of Whole Numbers. Square Roots. Mixture and Allegations. Partnership Business. Time and Distance. Decimals and Fractions. Relationships between Numbers. Percentages Interest Discount Simple Equations. Boats and Streams. Profit and Loss. Indices and Surds. Boats and Streams. Problems on Numbers. Odd Man Out. Compound Interest. Mixtures and Allegations. Numbers and Ages. Problems on L.C.M and H.C.F. Problems on Trains. Areas Volumes Races and Games. Averages Mensuration Permutations and Combinations. Bar & Graphs, Line charts, Tables Simple Interest. Time and Work Partnership. Simplification and Approximation
– 28 40 34 64 62 102 78 148 159.5 174 342 - 94 82 298 152 228.5 582 263 408 – 24 36 3 54 288 1008 12 260 – 6.022x1023 3.011x1023 – 6.022x1023 6.022x1023 1.5055x1024 1.8066x1024 7.2264x1024 1.32484x1025 3.011x1024 3.794x1025 – 2.96 2.08 2.44 1.30 1.34 0.81 1.06 0.56 0.52 0.48 0.24 – 355g 20.4g 1.08g 4
Letter Letter Letter Letter Newspaper Newspaper Newspaper Newspaper Leaflets or pamphlets Leaflets or pamphlets Leaflets or pamphlets Leaflets or pamphlets Poster or promotional items Poster or promotional items Poster or promotional items Poster or promotional items Radio Radio Radio Radio Television Television Television Television DVD or DVD or video DVD or video DVD or video Internet Internet Internet Internet Email Email Email Mobile SMS Mobile phone SMS Mobile phone SMS Mobile phone SMS Social media and networking Social media and networking Social media and networking Social media and networking Other (Specify) (Specify) (Specify) Other (Specify) Other (Specify) (Specify) (Specify) Other (Specify) Don’t know Don’t know Don’t know Don’t know C6. [READ THE FOLLOWING FOUR TIMES, EACH TIME FOR A DIFFERENT SERVICE TYPE] What be a good way of providing people like yourself with detailed information about changes to [health services/ the tax system/ income support or family assistance/ a service or program for Indigenous Australians]? [PROMPT FOR UP TO RESPONSES WITH: What other way would be good?] [RANK – I.E. RESPONDENT TELLS YOU RESPONSES, ASK THEM: What is the best way? What is the second best way? ETC. AND WRITE ‘1’ NEXT TO THE FIRST SELECTION, ‘2’ NEXT TO SECOND SELECTION ETC.] Multiple response: Do not read out Health? Rank Tax? Rank Income support or family assistance? Rank Indigenous? Rank Face-to-face via a government rep Face-to-face via a government rep Face-to-face via a government rep Face-to-face via a government rep Face-to-face via a community rep or service Face-to-face via a community rep or service Face-to-face via a community rep or service Face-to-face via a community rep or service Telephone Telephone Telephone Telephone Letter Letter Letter Letter
Newspaper Newspaper Newspaper Newspaper Leaflets or pamphlets Leaflets or pamphlets Leaflets or pamphlets Leaflets or pamphlets Poster or promotional items Poster or promotional items Poster or promotional items Poster or promotional items Radio Radio Radio Radio Television Television Television Television DVD or video DVD or video DVD or video DVD or video Internet Internet Internet Internet Email Email Mobile phone SMS Mobile phone SMS Mobile phone SMS Mobile phone SMS Social media and networking Social media and networking Social media and networking Social and networking Other (Specify) Other (Specify) Other (Specify) Other (Specify) Other (Specify) Other (Specify) Other (Specify) Other (Specify) Don’t know Don’t know Don’t know Don’t know Section D – Demographics D1. [Interviewer to indicate gender of participant] Female 1 Male 2 D2. What town or suburb do you live in? D3. What is the postcode where you live? D4. How long have you been living at your current address? Single response Read out YEARS MONTHS 1 Less than one month 2
3.3 Outline the tasks you were involved in during your work experience 3.4 Give examples of tasks that you were unable to undertake 3.5 Follow instructions to complete tasks safely in the workplace 3.6 Communicate appropriately with others in the workplace Be able to review your work experience placement Give examples of what you enjoyed about your work experience 4.2 Identify ways the work experience could have been improved 4.3 Identify skills you developed during the work experience Assessor feedback Declaration I confirm that the details above are correct, that the evidence submitted is the learner’s own work and that the learner meets all the requirements for the unit: Learner Name Assessor Name Learner Signature Assessor Signature Date Date
12. To find the choice that provides the highest profit and the fewest employees, a single-criterion decision process. 13. The most critical component in determining the success or failure of any quantitative approach to decision making is problem definition. 14. The step in the decision making process is to identify the problem. 15. All uncontrollable inputs or data must be specified before we can analyze the model and recommend a decision or solution for the problem. 16. In quantitative analysis, the optimal solution is the mathematically-best solution.
References Beyea, S.C., & Nicoll, L.H. (2010). Qualitative and quantitative approaches to nursing research. Association of periOperative Registered Nurses 66(2), 323-325. Nieswadomy, R. (2008). Foundations of nursing research (5th ed). Saddle River, NJ: Pearson Prentice Hall. Wang, T.J., Lee, S.C., Tsay, S.L., & Tung, H.H. (2010). Factors influencing failure patients’ sleep quality. Journal of Advanced Nursing 66(8), 1730-1740. doi: 10.1111/j.1365-2648.2010.05342.x
field of nursing. The majority of the hypotheses presented were supported, demonstrating a direct correlation between emotional exhaustion and depersonalization with intent to leave the nursing profession. Multiple limitations were presented in this article. Jourdain and Chenevert (p.719,2009) convey the response rates were low, cross-sectional data versus a longitudinal study was used, hence decreasing the magnitude of the impact burnout has on the nursing field and self-reported measures labeled as a common method variance left little room for inference. Findings further suggest, “Nurses’ tasks and role should be restructured to reduce work overload and increase the meaning of their work (Jourdain and Chenevert, p.720). Group Two’s Conclusion The study’s purpose statement, review of the literature, conceptual framework, study design, population, and sample were examined for relevance and usability. The evidence provided in this study was found to be reliable and applicable to clinical practice in understanding burnout in bedside nurses. A bedside nursing shortage is impending in the next ten years. It is consensus that nurses need to care for each other to prevent burnout. The results of this study empower Nursing professionals to develop methods to reduce stress, increase work satisfaction and provide emotional support.
Hemmo, M. and Shenker, O. (2005) “Quantum Decoherence and the Approach to Equilibrium (II),” Studies in the History and Philosophy of Modern Physics 36, Hemmo, M., and Shenker, O. (2006), “Von Neumann Entropy Does Not Correspond to Thermodynamic Entropy,” Philosophy of Science 73(2), 153-174. Hemmo, M. and Shenker, O. (2010) “Maxwell's Demon,” The Journal of Philosophy 107(8), 389-411. Hemmo, M. and Shenker, O. (2011) “Szilard's Perpetuum Mobile,” Philosophy of Science 78 (2), 264-283. Hemmo, M. and Shenker, O. (2012) The Road to Maxwell’s Demon, Cambridge: Cambridge University Press. Hemmo, M. and Shenker, O. (2013) “Entropy and Computation: The Thesis Reexamined,” Entropy 15: 3387-3401. Hemmo, M. and Shenker, O. (2016) “Maxwell’s Demon,” Oxford Online Handbook (Oxford University Press) Available at: Leff, H. and Rex, A. (2003) Maxwell’s Demon 2: Entropy, Classical and Quantum Information, Computing. Bristol: Institute of Physics Publishing. Shenker, O. (2017) “Quantum Foundations of Statistical Mechanics and Thermodynamics,” A. Wilson and E. Knox (eds.) Companion to the Philosophy of Physics, Routledge, forthcoming Sklar, L. (2015) “Philosophy of Statistical Mechanics,” The Stanford Encyclopedia of Philosophy (Fall 2015 Edition), Edward N. Zalta (ed.), URL = <https://plato.stanford.edu/archives/fall2015/entries/statphys-statmech/>.
MC Answer Key C C B B D D E A B A C E D A D A E C D C B A C C D B C E E C B B A E A D B C A A D B B D A C A E B B C D B D B A B A B E A E D D A C C B C C B D E C B C B C D B D E B B D C A A D E A A C B C A