zilongwang/ReadingBank huggingface dataset:
Omega-3 fatty acids and other fish oils For secondary prevention of myocardial infarction NICE CG172 states: Do not offer or advise people use omega-3 fatty acid capsules or omega 3 fatty acid supplemented foods to prevent another MI. Advise people to eat a Mediterranean-style diet (more bread, fruit, vegetables and fish; less meat; and replace butter and cheese with products based on plant oils). NICE CG170 states -Do not use omega-3 fatty acids to manage sleep problems in children and young people with autism. NICE CG48 do not recommend fish or algal oils solely with the aim of preventing hypertensive disorders in pregnancy or omega-3 fatty acid supplements for familial hypercholesterolaemia. NICE CG181 states - omega-3 fatty acid compounds should not be offered for primary or secondary prevention of CVD, alone or in combination with a statin, including in people with CKD or type 1 or type 2 diabetes. Moreover, the guideline recommends that healthcare professionals should tell people that there is no At July 18: withhold a review of patients prescribed Omega-3 fatty acids high dose (e.g. Omacor 2-4 capsules daily) for prevention of pancreatitis in hypertriglyceridaemia until further guidance is available. Prescribing guidance for this patient cohort is being discussed with local specialists Review in association with psychiatrist in schizophrenia indication Patients should eat a Mediterranean style diet -more bread, fruit, vegetables and fish; less meat; and replace butter and cheese with products based on plant oils. If people choose to purchase omega-3 fatty acid capsules or eat omega-3 fatty acid supplemented foods, be aware that there is no evidence of harm.
use might be appropriate Rubefacients Topical rubefacient preparations may contain nicotinate and salicylate compounds, essential oils, capsicum, and camphor which are all irritant. The evidence available does not support the use of topical rubefacients in acute or chronic musculoskeletal pain. NICE states - Rubefacients should not be offered to treat osteoarthritis. Stop any prescribing of rubefacients for osteoarthritis. NICE states that capsaicin patches should not be used for neuropathic pain in settings, unless advised by a specialist NICE states that capsaicin cream should be considered for people with localized neuropathic pain who wish to avoid, or who cannot tolerate, oral treatments and patches for neuropathic pain should be used on the advice of a specialist. The NICE Clinical Guideline for osteoarthritis states that topical capsaicin should be considered as an adjunct to core treatments for knee or hand osteoarthritis. Purchase OTC alternatives for musculoskeletal pain. Topical NSAIDs could be prescribed for chronic pain in appropriate patients.
Dear Prescriber: The University of Michigan and the Michigan Pharmacists Association are pleased to announce the release of standard concentrations for oral liquids used in pediatric patients. Prior to the release of these standards, there was no standardization of the concentrations of these oral liquids, allowing for significant variation in concentrations compounded and leading to potentially serious medication errors. An assessment of the current degree of variation in compounding practices confirmed that a high degree of variation exists, with over 50% of the relevant survey medicines being compounded in 3 or more (and up to nine) different concentrations in pharmacies across the state. In only slightly more than 20% of relevant medicines was there a single common concentration being compounded. The recommended standards were approved through a process involving several steps, including surveying pharmacists and pharmacies throughout the state to gain an understanding of the variability in compounding practices, reviewing proposed standards with a select group of prescribers and obtaining endorsements from the following organizations: Michigan Academy of Physician Assistants Michigan Health & Hospital Association Michigan Pharmacist Association Michigan Osteopathic Association Michigan State Medical Society The standard concentrations can be found at the following website: . We strongly recommend that you prescribe the standard concentrations listed on this website. In the rare occurrence, an alternative concentration may be allowed if the standard concentration did not meet the needs of all patients. Please only use the alternative concentration if the patient meets the outlined criteria for use, which can be found in the toolkit on the website. Communication of this initiative (standard concentrations and website) is being disseminated to pharmacies across the state of Michigan. Thank you for helping to improve medication safety for pediatric patients!
16. NHS Trusts/Organisations will have a named non-medical prescribing lead. If your organisation does not have a non-medical prescribing lead please complete the Clinical Placement Audit Form which can be found here: The course leader may contact your manager. Non-Medical Prescribing Lead: Name, employer and address. e-mail address: Telephone number: I support this application for training as a non - medical prescriber and approve the nominated DMP. Non-medical prescribing lead signature: Date: 17. Criminal conviction check: Applicants for the course should be aware that your employer will be asked to confirm that you have had a criminal convictions check. (Courses in health are exempt from the Rehabilitation of Offenders Act 1974). Independent practitioners must supply a recent Disclosure and Barring Service enhanced disclosure document. The Faculty of Health Studies may be able to facilitate independent practitioners’ application for a disclosure document. If you have been convicted of a relevant criminal offence since the last check you must tell us. Applicant self-declaration (please tick): I do not have any criminal convictions/cautions/bind –overs I have not had a criminal conviction since my last criminal conviction check I have a criminal conviction 18. Please attach a Curriculum Vitae (and provide a supporting statement below) with this application form that covers the following areas: - Name, job title, place of work, professional qualifications, academic qualifications including level, dates, work experience, study interests and professional activities, continuous professional development arrangements and how this course will help you develop prescribing practice?
Prescribing Stimulant Medicines Prescribers The prescribing of stimulant medicines is restricted to medical practitioners who are: authorised in writing by the Department of Health; practicing in Western Australia; in a category of approved specialist medical practitioner; and treating approved indications. Approved Conditions and Specialists Stimulant prescribing must be for an approved condition and by the relevant type of specialist. Approved Condition Approved Specialist ADHD Paediatrician Neurologist Paediatric neurologist Psychiatrist Child and adolescent psychiatrist Acquired brain injury Psychiatrist Child and adolescent psychiatrist Neurologist Paediatric neurologist Rehabilitation physician Paediatric rehabilitation physician Depression Psychiatrist Child and adolescent psychiatrist Narcolepsy Neurologist Paediatric neurologist Respiratory and sleep physician Thoracic medicine physician Binge eating disorder Psychiatrist
A wide use of APDs with torsadogenic liability was reported in a broad population from five European Countries especially in Italy and the Netherlands. The safety warnings issued by regulatory agencies contributed to reduce the use of thioridazine in UK and haloperidol in Italy. The wide use of medications with torsadogenic liability in elderly patients, observed in our study, should be carefully taken into account given the higher risk of VAs potentially leading to SCD of this population. Abstract Introduction Antipsychotic drugs (APDs) are used to treat several mental illnesses. Some APDs have been known since long to be associated with QT prolongation, potentially leading to Torsades de Pointes (TdP) and Sudden Cardiac Death (SCD). In 2005, thioridazine was withdrawn because of the risk of SCD, raising further attention about the arrhythmogenic potential of APDs. Aim To evaluate the use of APDs in 5 European Countries during the years 1996-2010. Methods A cohort study was conducted using prescription/dispensing data from seven healthcare databases (AARHUS [Denmark], GEPARD [Germany], Health Search/Thales (HSD) and Emilia Romagna Regional Database (ERD) [Italy], PHARMO and IPCI [Netherlands], and THIN [UK]), covering a population of 27 million individuals. The annual prescription rate of APDs was measured overall and for individual medications. APDs were classified as torsadogenic by Arizona-CERT list. All analyses were stratified by age, gender, and calendar year. Results
Farm Name: Product: Product: Size: Size: Unlimited Quantity: Yes Rx Expiration Date: Unlimited Quantity: Yes Rx Expiration Date: No Quantity: No Quantity: Refills: Refills: Animal ID or Group Adult Dairy Cattle Youngstock Beef Animal ID or Group: Adult Dairy Cattle Youngstock Beef Dairy Veal Other: Dairy Veal Other: Directions: Specify instructions below OR Read and follow manufacturer instructions along with withholds Directions: Specify instructions below OR Read and follow manufacturer instructions along with withholds Hold Milk Hours Hold Meat Days Hold Milk Hours Hold Meat Days Test milk/urine before marketing Test milk/urine before marketing Product: Product: Size: Size: Unlimited Quantity: Yes Rx Expiration Date: Unlimited Quantity: Yes Rx Expiration Date: No Quantity: No Quantity: Refills: Refills: Animal ID or Group Adult Dairy Cattle Youngstock Beef Animal ID or Group: Adult Dairy Cattle Youngstock Beef Dairy Veal Other: Dairy Veal Other : Directions: Specify instructions below OR Read and follow manufacturer instructions along with withholds Directions: Specify instructions below OR Read and follow manufacturer instructions along with withholds Hold Milk Hours Hold Meat Days Hold Milk Hours Hold Meat Days Test milk/urine before marketing Test milk/urine before marketing Product: Product: Size: Size: Unlimited Quantity: Yes Rx Expiration Date: Unlimited Quantity: Yes Rx Expiration Date: No Quantity: No Quantity: Refills: Refills: Animal ID or Group Adult Dairy Cattle Youngstock Beef Animal ID or Group: Adult Dairy Cattle Youngstock Beef Dairy Veal Other : Dairy Veal Other: Directions: Specify instructions below OR Read and follow manufacturer instructions along with withholds Directions: Specify instructions below OR Read and follow manufacturer instructions along with withholds Hold Milk Hours Hold Meat Days Hold Milk Hours Hold Meat Days Test milk/urine before marketing Test milk/urine before marketing Client: Farm Name: Product: Product: Size: Size:
Field No Item Level Description Column Heading Calculation Summation Presentation Notes 30 LP Endorsement LP N/A N Endorsement code 31 LP Endorsement Value LP Value Endorsement value N Integer 32 MC Endorsement MC N/A N Endorsement code 33 MC Endorsement Value MC Value Endorsement value N Integer 34 MF Endorsement MF N/A N Endorsement code 35 MI Endorsement MI N/A N Endorsement code 36 MI Endorsement Value MI Value Endorsement value N Integer 37 MP Endorsement MP N/A N Endorsement code 38 MP Endorsement Value MP Value Endorsement value N Integer 39 NC Endorsement NC N/A N Endorsement code 40 NC Endorsement Value NC Value Endorsement value N Integer
Field No Item Level Description Column Heading Calculation Summation Presentation Notes 52 Number of Standard Discount Rate Professional Fees SDR Professional Fee Value N/A N Numeric Drug Tariff Part IIIA/1 + IIIB/1 53 Value of Zero Discount Rate Professional Fees ZDR Professional Fee Value Value of monies paid Y British Pounds to 2 decimal places Drug Tariff Part IIIA/1 + IIIB/1 54 Number of Zero Discount Rate Professional Fees ZDR Professional Fee Number N/A N Numeric Drug Tariff Part IIIA/1 + IIIB/1 55 SP Unlicensed Medicines Fee SP Unlicensed Meds Fee Value Value of monies paid Y British Pounds to 2 decimal places Drug Tariff Part IIIA/2/A/a 56 ED Unlicensed Medicines Fee ED Unlicensed Meds Fee Value Value of monies paid Y British Pounds to 2 decimal places Drug Tariff Part IIIA/2/A/b 57 Measured and Fitted Fee (Hosiery) MF Hosiery Fee Value Value of monies paid Y British Pounds to 2 decimal places Drug Tariff Part IIIA/2/B/a + IIIB/2/A/a 58 Measured and Fitted Fee (Truss) MF Truss Fee Value Value of monies paid Y British Pounds to 2 decimal places Drug Tariff Part IIIA/2/B/b + IIIB/2/A/b 59 Measured and Fitted Fee (Belt and Girdle) MF Belt & Girdle Fee Value Value of monies paid Y British Pounds to 2 decimal places Drug Tariff Part IIIA/2/B/c + IIIB/2/A/c 60 Methadone Fee Methadone Fee Value Value of monies paid Y British Pounds to 2 decimal places 61 Methadone Packaged Dose Fee Methadone Pckgd Dose Fee Value Value of monies paid Y British Pounds to 2 decimal places Not currently available in CIP. A placeholder will be present with the narrative ‘Not Available’, until such time as the data can be populated.
Dispensing Contractors webinar sessions Prescription Switching - June 2017 Dates AM PM Friday 2nd 11:00 – 11:30 Monday 5th 13:00 – 13:30 Thursday 8th 10:00 – 10:30 Tuesday 13th 11:00 – 11:30 Thursday 15th 16:00 – 16:30 Wednesday 21st 08:00 – 08:30 Friday 23rd 14:00 – 14:30 Monday 26th 14:00 – 14:30 Thursday 29th 11:00 – 11:30 Please note this email address is only for Endorsing, MDA, Prescription Switching and Submission webinars only. Please send your request as follows to Date: Time: Webinar Subject: Name of Participant: Organisation: Email address: Telephone Number:
Dispensing Contractors webinar sessions Prescription Switching – November 2017 Dates AM PM Wednesday 1st 11:00 – 11:30 Friday 3rd 13:00 – 13:30 Tuesday 7th 15:00 – 15:30 Thursday 9th 08:00 – 08:30 Monday 13th 09:00 – 09:30 Wednesday 15th 11:00 – 11:30 Friday 17th 14:00 – 14:30 Tuesday 21st 17:00 – 17:30 Wednesday 22nd 08:30 – 09:00 Thursday 23rd 12:00 – 12:30 Tuesday 28th 14:00 – 14:30 Wednesday 29th 18:00 – 18:30 Thursday 30th 09:00 – 09:30 Please send your request as follows to Date: Time: Webinar Subject: Name of Participant: Organisation: Email address: Telephone Number:
3. Completion of prescription postponed in certain circumstances 4. Judicial interruption of prescription 5. Application of this Chapter to a prescription not completed at the commencement of this Act CHAPTER II 6. Acquisition of servitudes by prescription 7. Extinction of servitudes by prescription 8. Application of certain provisions of Chapter I to the acquisition and extinction of servitudes by prescription 9. This Chapter not applicable to public servitudes CHAPTER III 10. Extinction of debts by prescription 11. Periods of prescription of debts 12. When prescription begins to run 13. Completion of prescription delayed in certain circumstances 14. Interruption of prescription by acknowledgement of liability 15. Judicial interruption of prescription 16. Application of this Chapter CHAPTER IV 17. Prescription to be raised in pleadings 18. Laws prohibiting acquisition of land or any right in land by prescription not affected by this Act 19. This Act binds the State 20. This Act not applicable where Black law applies 21. Application to South-West Africa 22. Repeal of laws 23. Short title and commencement Schedule: Laws Repealed BE IT ENACTED by the State President, the Senate and the House of Assembly of the Republic of South Africa, as follows:- CHAPTER I Acquisition of ownership by prescription 1. Subject to the provisions of this Chapter and of Chapter IV, a person shall by prescription become the owner of a thing which he has possessed openly and as if he were the owner thereof for an uninterrupted period of thirty years or for a period which, together with
Farm Name: Product: Product: Size: Size: Unlimited Quantity: Yes Rx Expiration Date: Unlimited Quantity: Yes Rx Expiration Date: No Quantity: No Quantity: Refills: Refills: Animal ID or Group Adult Lactating Youngstock Beef Animal ID or Group: Adult Lactating Youngstock Beef Adult Non-Lactating Veal Other: Adult Non-Lactating Veal Other: Directions: Specify instructions below OR Use according to label directions Directions: Specify instructions below OR Use according to label directions Hold Milk Hours Per Label Directions Hold Meat Days Per Label Directions Hold Milk Hours Per Label Directions Hold Meat Days Per Label Directions Test milk/urine before marketing Test milk/urine before marketing Product: Product: Size: Size: Unlimited Quantity: Yes Rx Expiration Date: Unlimited Quantity: Yes Rx Expiration Date: No Quantity: No Quantity: Refills: Refills: Animal ID or Group Adult Lactating Youngstock Beef Animal ID or Group: Adult Lactating Youngstock Beef Adult Non-Lactating Veal Other: Adult Non-Lactating Veal Other : Directions: Specify instructions below OR Use according to label directions Directions: Specify instructions below OR Use according to label directions Hold Milk Hours Per Label Directions Hold Meat Days Per Label Directions Hold Milk Hours Per Label Directions Hold Meat Days Per Label Directions Test milk/urine before marketing Test milk/urine before marketing Product: Product: Size: Size: Unlimited Quantity: Yes Rx Expiration Date: Unlimited Quantity: Yes Rx Expiration Date: No Quantity: No Quantity: Refills: Refills: Animal ID or Group Adult Lactating Youngstock Beef Animal ID or Group: Adult Lactating Youngstock Beef Adult Non-Lactating Veal Other : Adult Non-Lactating Veal Other: Directions: Specify instructions below OR Use according to label directions Directions: Specify instructions below OR Use according to label directions Hold Milk Hours Per Label Directions Hold Meat Days Per Label Directions Hold Milk Hours Per Label Directions Hold Meat Days Per Label Directions Test milk/urine before marketing Test milk/urine before marketing
(Insert Name) Dear friends and colleagues, (Insert letter of intent/candidate statement - maximum 1 page (not PDF) - Please note the photo cannot contain others in the picture or cartoons or caricatures) : (insert title of election platform 1 I (if applicable) (Insert narrative of election platform 1 ) . (insert title of election platform 2 – if applicable) (Insert narrative of election platform 2) (insert title of election platform 3 – if applicable) (Insert narrative of election platform 3)
Strongly Agree Agree Not Sure Disagree Strongly Disagree 7. Separate common rooms for girls and boys are available : *P lJnFYL{ EF.vAC[GM DF8[ V,DUNF SMDG~DGL jIJ:YF K[o Strongly Agree Agree Not Sure Disagree Strongly Disagree 8.Toilets/washrooms are clean and properly maintained: (P 8MI,[8q JMX~D lGIlDT56[ ;FO;OF. YFI K[o Strongly Agree Agree Not Sure Disagree Strongly Disagree 9.The classrooms are clean and well maintained: )PJU"B\0MGL ;FO ;OF. lGIlDT56[ YFI Ko Strongly Agree Agree Not Sure Disagree Strongly Disagree 10.The campus is green and eco-friendly : !_P SM,[H S[d5; U|LG VG[ .SMO|[g0,L K[o Strongly Agree Agree Not Sure Disagree Strongly Disagree 11. Clean drinking water is available in the college campus : !!P 5LJFG]\ X]wW 5F6L SM,[H S[d5; p5Z D/L ZC[ K[ o Strongly Agree Agree Not Sure Disagree Strongly Disagree 12.The buildings/ classrooms are accessible to disabled persons : !ZPlNjIF\U AF/SM ;Z/TFYL 5MTFGF JU"B\0M ;]WL G. XS[ K[ o Strongly Agree Agree Not Sure Disagree Strongly Disagree 13.The campus has adequate power supply : !#P S[d5; p5Z JLH/LGL 5}ZTL ;]lJWF K[ o Strongly Agree Agree Not Sure Disagree Strongly Disagree 14.Your grievances are redressed / problems are solved well in time : !$P TDFZL TS,LOMG]\ ;DI;Z lGZFSZ6 YFI K[o Strongly Agree Agree Not Sure Disagree Strongly Disagree 15.The funcationing of the placement cell in the college is satisfactory : !5P SM,[HG]\ %,[;D[g8 ;[, ;\TMQFSFZS SFI" SZ[ K[ o Strongly Agree Agree Not Sure Disagree Strongly Disagree
34 - 35 Person must not breach conditions of a GMO licence 2yrs / $90,000 (5yrs / $360,000 for aggravated offence) 35A - B Person must not breach conditions of EDD 2yrs / $90,000 (5yrs / $360,000 for aggravated offence) 36 Person must not breach conditions on GMO Register $9,000 37 Offence relating to Notifiable low risk dealings $9,000 146 Regulator may give directions $90,000 ($360,000 for aggravated offence) 164 Power to search goods, baggage – failure to answer questions $5,400 187 Confidential commercial information must not be disclosed $21,600 188 Conduct by Directors, employees and agents Offences Crimes Act various 192 False and misleading information 1yr or $10,800 192A Interference with GMOs 2yrs or $21,600 Slide 9 Compliance Philosophy Slide 10 Other compliance mechanisms Suspension (accreditation, licence, certification) Cancellation (accreditation, licence, certification) Directions (licence) Injunctions (Court) Slide 11 Audits and reviews Proactive Compliance Engagement with stake holders to ensure good governance (S188)
7 CHARACTERISTICS OF STRONG PHONICS INSTRUCTION Wiley Blevins 1 Readiness Skills Characteristics Instructional Issues Next Steps Phonemic Awareness Alphabet Recognition  Focus on oral blending and oral segmentation—most closely connected to reading and writing growth  Be cautious of inappropriate pacing of lessons  Add articulation work (look and feel of sounds—mouth, lips, throat vibration)  Fine-tune instruction (e.g., students say sound when writing letter during handwriting practice)  Build in daily fluency work for mastery (e.g., letter-sound cards)  Use review skills for instructional transitions  Include technology (apps and whiteboard activities) 2 Scope and Sequence Characteristics Instructional Issues Next Steps Starts with high-utility vowels and consonants Focuses on making words as early as possible  Need significant review and repetition cycle (4-6 weeks after initial introduction)  Increase teacher knowledge of linguistics to make more-informed instructional decisions  Match phonics to reading (e.g., when  Teach to mastery, rather than just exposure (evaluate curriculum for proper coverage of skills)  Differentiate instruction during small group AND whole group lessons  Add review and repetition cycle
Uses sequence that works for majority of students, but has built-in differentiation Recognizes that not all skills are equal students begin to read multisyllabic words)  Create comprehensive phonics mastery assessment  Don’t overdo it  Devote more time to non-transferable or challenging sound-spellings 3 Blending Characteristics Instructional Issues Next Steps Primary decoding strategy Must be frequently modeled and applied Uses strategic blending lines (including minimal contrasts)  Make sure the focus is applying skills to real reading and writing—not isolated skill work  Improve teacher knowledge of research-based routines  Focus on high-utility words in lessons  Include vocabulary work  Make sure gradual-release model is used (and teacher isn't doing all the work/thinking)  Add review skills to blending word lists each day  Add transition to longer words work early on  Add word pattern sorts (untimed and timed)  Include technology (apps and whiteboard activities)
Career Education and Work* None Performance Standards Performance Standard Suggested Evaluation Method Describe age-appropriate entrepreneurial opportunities as presented in class with an 80% on the rubric. Project evaluation: rubric Suggested Projects None Multiple Intelligence Types Verbal/Linguistic Interpersonal Resources 1. Book - Max Malone Makes a Million ISBN - 0805023283, Charlotte Herman, Red Feather Book 2. Handout – “PowerPoint Data Sheet” See attached 3. Rubric – “PowerPoint Rubric” See attached Equipment/Materials/Software Overhead projector Any supplier 2. Computer with PowerPoint software Any supplier 3. Computer with Smart board software Any supplier Suggested Learning Sequence Strategy Outline Resources/Equipment Performance Standard 1 Introduction Review with the students the definition of entrepreneurship. Have them use the term in a written sentence. Related Academic Skills: 1.1.3F Assignment/ Discussion Have students read “Max Malone Makes a Million.” Discuss the highlights of the story. Help students brainstorm age appropriate entrepreneurial opportunities Resource #1 Equipment #1
Name: ______________________________________ PowerPoint Rubric Category 4 3 2 1 Points Awarded Content All content is accurate. Most of the content is accurate but there is one part of the information that is inaccurate. The content is generally accurate, but some parts are clearly inaccurate. Content is confusing and inaccurate. Slide Sequence Presented in logical order. Most slides are presented in a logical order. Some slides are presented in a logical order. Few slides are presented in a logical order. Oral Presentation Fluency Maintains consistent pace/speed. Generally maintains pace/speed, but sometimes speaks too slowly or too quickly. Often speaks too slowly or too quickly. Lacks control of pace/speed. Oral Presentation Eye Contact Maintains consistent eye contact. Frequently maintains eye contact. Occasionally maintains eye contact. Rarely makes eye contact. Oral Presentation Voice Projection Speaks loudly and clearly. Uses clear speech most of the time. Occasionally uses clear speech. Uses unclear speech. Mechanics There are no errors in grammar, punctuation, capitalization, and spelling. There are 1 to 2 errors in grammar, punctuation, capitalization, and spelling. There are 3 to 4 errors in grammar, punctuation, capitalization, and spelling. There are 5 errors in grammar, punctuation, capitalization, and spelling. Graphics All graphics are attractive and support content of the presentation. A few graphics are not attractive, but support the content of the presentation. Graphics are attractive but a few do not support the content of the presentation. Several graphics are unattractive and take away from the content of the presentation.
Latinos are under-represented in research on cognitive decline. They suffer disparities in risk factors for cognitive health decline. The Latino Aging Research Resource Center (LARRC) is a center that focuses on conducting impactful and community-engaged research addressing Latino cognitive health and aging in order to advance the cognitive health and well-being of Latinos and other minority groups. In conducting research, the LARRC provides pilot funds and mentors to junior faculty to conduct research on issues related to health issues of the Latino population. The Minority Faculty Recruitment for Collaboration in Research (MFRCR) project recruited California State University, Sacramento (CSUS) faculty members, with a focus on minority faculty, to collaborate with faculty at the University of California, Davis. This collaboration is of great benefit to the Latino and other minority populations, their families, caregivers, and healthcare providers. The main goal of this research collaboration is the creation of new scientific knowledge, which goes hand-in-hand with the purpose of the program and the mission of the LARRC. The MFRCR project was not successful in regards to recruiting but we were successful with disseminating the information to the Sac State faculty in various departments. We evaluated the project itself by contacting prior scholars via email and having them fill out a survey with feedback on the poster flier. We had great constructive feedback on the poster flier, such as adding some examples of potential research topics that can be worked on and stating if the grants are only for UC, Davis faculty only or if anyone can apply. This feedback will be used to be able to enhance the flier for future use and dissemination of the information. Conclusions Dr. Donna Jensen
Name_______________________________________ Date_______________________________ Presentation Rubric Objectives 4 Points Excellent 3 Points Good 2 Points Needs Some Improvement 1 Point Needs Much Improvement N/A Total Points Topic/Content Topic discussed completely and in-depth Includes properly cited sources (if used) Creativity/Neatness Integrates a variety of multimedia effects to create a professional presentation (transition and graphics) or appropriate visual aid used Title slide, table of contents, and bibliography are included, using acceptable format Mechanics Grammar, spelling, punctuation, and capitalization are correct Image and font size are legible to the entire audience Oral Presentation Communicates with enthusiasm and eye contact Voice delivery and projection are dynamic and audible Audience Interaction Presentation holds audience’s attention and relates a clear message Clearly and effectively communicates the content throughout the presentation Total Points (20 pts.) Comments:
Local government Partnership Sole trader Statutory entity Person State and territory governments are not eligible to apply for this grant opportunity as solo or lead applicants. DSS is keen to have state and territory governments involved in TTL in partnership with non-government organisations. Non-government organisations may apply as the lead members of consortia that may include state and territory governments. Slide 17 – More information and how to apply Over the next few months, we are visiting capital cities and regional areas across Australia delivering information sessions to state governments and other interested stakeholders. If you are aware of stakeholders who could be interested in applying for a grant, and working with you to apply for a grant, and who miss out on coming to the information sessions, we are also posting all of the transcripts, including the questions and answers, on the community grants hub website. More information on the priority groups and how to apply can be found on the . We also have a newsletter that we send out via a mailing list – and we encourage anyone interested in keeping up to date with the TTL Fund to subscribe to that newsletter. Details of how to subscribe can be found on the , or by emailing us at . I strongly encourage you to have a look at the information available. Slide 18 – Thank you/questions This slide closed the presentation and opened for questions. Questions and their answers are available on the Community Grants Hub website.
X Functional Knowledge (FKW) ☐Assessment Process (ASP) X Administration of Therapeutic Recreation/Recreation Therapy Services (ADM) ☐Documentation (DOC) ☐Advancement of Profession (ADV) X Implementation (IMP) Additional information can be found at Relevant audience (please check all that apply) – X Entry level therapist ☐Advanced therapist X Student_____ ☐Educator____ ☐Entry level supervisor ☐Advanced supervisor ☐Other (Indicate): Click here to enter text. Target Population (please check all that apply) X Long-Term Care ☐Assisted Living ☐Adult Medical Day X Pediatrics____ ☐Rehabilitation X Hospital X Psychiatric ☐Other (indicate): Click here to enter text. AV Equipment Needed (please check all that apply) X Overhead Projector ☐LCD Projector (Note: speaker must provide own computer) ☐Flipchart ☐Comments or special needs: Click here to enter text. Tables/Room Set-Up (please check all that apply) Are tables needed for participants? X Yes ☐ No Rooms will be set up classroom-style (traditional rows) unless indicated otherwise Please indicate any special needs: Click here to enter text. IN ADDITION PLEASE INCLUDE ● Professional resume/vitae of all speakers ● 100 word introductory bio of speakers
Canadian Association of Refugees (CARL) (2015). Designated countries of origin list. Retrieved from Canadian Bar Asssociation (CBA) (2008). CBA urges government to not pass amendments to Bill C-50. Retrieved from http://www.cba.org/cba/news/2008_Releases/2008-05-12_c-50.aspx Canadian Council for Refugees (CCR) (2012). Refugee reform: Bill C-31 changes to the refugee determination system. Retrieved from http://ccrweb.ca/en/refugee-reform CBC (2012 June 29). Refugee health care wrong priority for provinces, says minister. Retrieved from CBC (2014 Jan 24). It’s Chris Alexander versus Deb Matthews on Ontario’s refugee health care/ Retrieved from http://www.cbc.ca/news/canada/toronto/it-s-chris-alexander-versus-deb-matthews-on-ontario-s-refugee-health-care-1.2509717 Citizenship and Immigration Canada (2012a, February 2). Backgrounder: summary of changes to Canada's refugee system in the Protecting Canada's Immigration System Act. Welcome Page. Retrieved July 20, 2012, from http://www.cic.gc.ca/english/department/media/backgrounders/2012/2012-02- 16f.asp Citizenship and Immigration Canada (2012c). Speaking notes for the Honourable Jason Kenney, P.C., M.P. Minister of Citizenship, Immigration and Multiculturalism. Retrieved from: http://www.cic.gc.ca/english/department/media/speeches/2012/2012-02-16.asp Citizenship and Immigration Canada (2012d). Fact Sheet – Temporary Foreign Worker Program. Retrieved from: http://www.cic.gc.ca/english/resources/publications/ employers/temp-foreign-worker-program.asp Citizenship and Immigration Canada (2012e). Backgrounder – Protecting our streets and communities from criminal and national security threats. Retrieved from http://www.cic.gc.ca/english/ department/media/ backgrounders/2012/2012-06-29k.asp
Slide 12 Recipients of Income Support Payment Source: DEEWR administrative data, December 2012; ABS Population Estimates by Age and Sex, 2011 In December 2012, almost one in four (23 per cent) of the working age population were in receipt of an Income Support benefit in the Central Victoria PEA, higher compared with Victoria and Australia (both 16 per cent). Disability Support Pension was particularly high (8 per cent of the WAP) compared with the State and Australia (both 5 per cent of the WAP). There is significant variation across the LGAs for example, 26 per cent of persons in the Pyrenees LGA were on Income Support benefits compared with only 16 per cent in the Moorabool LGA. Slide 13 Labour Market Outcomes for Persons (aged 15-74) with a Disability, 2009 Source: ABS Customised Tables, Survey of Education and Training, 2009 This slide shows the effect of having a disability on labour market outcomes. In 2009, over one in four (28.7 per cent) of employed persons aged 15-74 years reported having a disability. 10.4 per cent of employed persons (aged 15-74 years) reported having a disability that restricted their employment or schooling. In contrast, almost one in three (32.9 per cent) of the total population aged 15-74 years reported having a disability in 2009. 15.5 per cent of the population (aged 15-74 years) reported having a disability that restricted their employment or schooling. The unemployment rate was much higher and the participation rate was much lower for people with a disability that restricts their employment/schooling. Please note: data excludes persons aged 65-74 years who are not in or marginally attached to the labour force.
4-H County Contest Planning Timeline October □ Set date for □ Secure facility January □ Conduct presentations training for youth □ Recruit judges □ Secure room monitors / refreshment booth workers □ Check inventory and order needed supplies (easels, stopwatches, ribbons, etc.) □ Send out contest registration forms February □ Input contest registrations into database as they are received □ Confirm judges □ Send out pre-release to media Week Prior (mid to late February) □ Confirm facility □ Purchase refreshments □ Develop schedule of presentations and classes □ Make room assignments (classes and judges) □ Recruit room monitors □ Print / copy judging forms □ Prep judging packets □ Prep room monitor packets □ Print door signs (late February / early March) Week After (late February / early March) □ Send thank you letters to judges and room monitors □ Send congratulation letters / directions to state delegates, judges, and room monitors □ Mail out any score sheets and ribbons not distributed at the contest □ Send out post release and photos to media Mid March
Slide 4 CHSP Commenced on 1 July 2015 Brings together a range of programs to establish the entry tier of the aged care system: • Commonwealth HACC program (in all States except Vic and WA) • Assistance with Care & Housing for the Aged program • Planned respite from the National Respite for Carers program • Day Therapy Centres program • The CHSP will help frail, older people living in the community to maximise their independence. • The CHSP represents $1.6 billion in funding for 2015-16. Slide 5 CHSP Framework Key documents: ─ CHSP programme manual ─ CHSP programme guidelines ─ Living well at home: CHSP good practice guide ─ CHSP Client contribution framework ─ Guide to the CHSP Client contribution framework. Slide 6 Key elements of the CHSP Many similarities to the Victorian HACC program: • Consistent assessment arrangements. • Focus on wellness and reablement. • Recognition for special needs groups. • Targeted sector support – volunteers, development officers. • No need to become an ‘approved provider’ under the Aged Care Act. • Payments in advance (no need to invoice). • Grant Agreement (Terms and Conditions). • Opportunities for growth funding. Slide 7 Benefits of the CHSP (Includes table of CHSP benefits)
Erik Ohman Calista Sanchez Sophie Albert Harrison Strutz Jacob Welsch Lenea Guse Elisabeth Balistreri Gwen Streblow Lauren Bermke Megan Carbaugh Tehya Wachuta Ian O’Connor Abi Smrz Emily Marshman Natalie Britt Alan Schaefer Delaney Scudella Josh Hafemann Jake Sauter Maria Ryan Gabrielle Bush Jake Willeford Theresa Schramm Jake Steinhardt Emily Majerus Allison Pieper Savanna Arneson Maddy Mueller Tatum Eigenberger Saunders Gentine Kalei Hering Tyler Luedtke Margeaux Suttner Myah Palechek Gwen Nytes Vanessa Arbuckle Abby Phelps Jacob Van Norwick Joe Chandler Jacob Levsen Brooke Fredrickson Alyssa Krahn Hannah McFarlin Connor McManus Grace Huibregtse Matt Klas Cassandra Nicholson Helen Baus Carlee Olsen Jack Benedict Derek Schweiger Kaitlyn Heyrman Tegan Schneider Taylor Heyrman Exempt
“Ensuring the Intention of the CCSS” CAS presentation for 1.20.15 It’s no longer enough to know, students must do... Standards based report cards Elementary trimester expectations Grade-level meetings bottom lines Bridges Math program TC partnership Middle School making the transition book clubs public presentation of standards with parents & students Vertical teams & alignment 6-8 Science (link agenda and activities?) MS/HS math (link sample agenda?) MS/HS world language High School alignment of standards in summer curriculum work (link new curriculum template?) Students must do, and at varying levels of complexity DOK’s Rigorous exam checklist update and follow through High School special faculty meeting (link presentation?, go through sample with people of what we had teachers do?) “Auditing” a student’s schedule as a self-check. Where are we, what do we need to work on next? In order for students to know and to do, teachers must design/assign well aligned tasks CCSS Content Practices and Frameworks (ie. Math, Science, Social Studies) Teaching teachers to evaluate Protocols and PLG’s (link samples? have people go through one shortened protocol?)
Undergraduate Oral Communication Skills Rubric Performance Area 3: Exceeds Standards 2: Meets Standards 1: Fails to Meet Standards Score Organizing the Ideas: Presenter follows logical sequence and provides explanations / elaboration. Presenter follows logical sequence, but fails to elaborate. Presenter does not follow logical sequence (jumps around in presentation). 3 2 1 Student confidence Presenter seldom returns to notes ; speaks clearly and loud enough for all in audience to hear, makes no grammatical errors, and pronounces all terms correctly and precisely. Presenter’s voice is relatively clear, but too low to be heard by those in the back of the room. Presenter makes several major grammatical errors, and mispronounces some terms. Presenter mumbles, mispronounces terms, and makes serious and persistent grammatical errors throughout presentation. Presenter speaks too quietly to be heard by many in audience. 3 2 1 Body language & eye contact Eye Contact: Presenter is maintaining eye contact with audience throughout the presentation. Presenter maintains eye contact with audience most of the time, but frequently returns to notes. Presenter reads most or all of report, making little to no eye contact with audience. 3 2 1 Effective delivery Attractiveness to Audiences Audience effectively participates in the presentation, full attention to the Presenter Audience provides the Presenter with an adequate attention also reasonable participation had delivered Weak or no attention provided to the Presenter, also no participation had been delivered 3 2 1 Responsiveness ( Q&A) Addresses all questions in a manner that demonstrates a thorough command of the topic(s) of the presentation. Presenter demonstrates an ability to address most questions in a thoughtful and effective manner. Presenter cannot address basic questions about the topic or addresses them in a superficial manner. 3 2 1 Time managing Speaker uses the allotted time effectively. Finishes on time Speaker finishes on time but has to rush through last points to finish on time. Speaker does not finish on time or finishes well before allotted time Multimedia Support and Visual Aids: Charts, animation, graphs, handouts, posters, videos, slides, sound Presentation includes a balanced use of appropriate multimedia that enhances the overall presentation (easy to read, attractive, informative, and error free). Presentation includes limited that enhance the overall presentation. Easy to read and informative, but not outstanding. Presentation includes little or no multimedia or uses it in distracting or ineffective manner (difficult to read, has errors &/or typos, etc.). 3 2 1
member of the grounds staff. It was at this time that a young Gerard Montano revealed himself to be a leading light in the Debating Club conducted by Mr.Hoyos. War Years and Immediate Post-War Period (1939-1947) This was the regime of Fr. Boniface, which saw the construction in 1945 of what is now affectionately known as the "Old Block," the organisation of a Sea Scouts group and construction of a Boat Club, the introduction of the Prefect System (with Jim Paul and Terrence Greteau as first Head Prefects), the start of the Legion of Mary, and the winning of the Cow and Gate Cup, emblem of supremacy in Intercollegiate football in Trinidad. It was at this time that Mr. Mac, with the aid of Mr. Page, Captain of the Fleet-Air-Arm Football XI, began to introduce the third back method of play in the College Team which was then skippered by Jim Paul. Leon Leacock had already become famous as the youngest player ever to play representative football in Trinidad, when he was selected to represent SAFA at the age of fourteen. John Streetly had begun to reveal his penchant for mountain-climbing by numerous assaults on the San Fernando Peak via the most inaccessible routes. Rev. Fr. WillibrordVonk, OSB joined the staff during this time, as well as Ralph Boland, Aubrey Garcia, and Victor de Castro. The Presentation Takeover (1948) Rev. Fr. PlacideGanteaumme was recalled from St. Vincent in 1948 to prepare the College for the takeover by the Presentation Brothers, the latter who had begun to arrive in Trinidad in December of the previous year. Br. Kelley of Presentation and Fr. Placide of St. Benedict's were the principal figures in this momentous act in which the old order gave way to the new, and the Presentation Brothers began
Then write more examples in the same chart on the board: IF CONDITION RESULT Present simple Present simple If we heat ice it melts. If it rains I bring my umbrella. If I am cold I wear a jacket. If you run every day you will lose weight. If people don’t drink they are thirsty. If you don’t study you get bad grades. The teacher reads the sentences out loud to demonstrate proper pronunciation.
You will lose weight if you run every day. People are thirsty when they don’t drink. You get bad grades if you don’t study. CCQs – After presenting the new material, the teacher should ask concept questions to check that students comprehend (if not, they should go back and review some of the process) For example: ‘If it rains, I bring my umbrella.’ Is it raining now? (no) Do I have my umbrella now? (no) Is ‘if’ the zero conditional of this sentence? (yes) What is the condition of this sentence? (‘it rains’) What is the result of the condition? (‘you will bring your umbrella’) What can I replace ‘if’ with and still have the same meaning? (‘when’) Practice Substitution Drills - Instruct students to repeat the sentences after you replacing ‘when’ with ‘if’: Teacher: I bring an umbrella if it rains. Student: I bring an umbrella when it rains. Teacher: If I’m hungry, I eat.
Who are the audience? How much do they know about your topic? How much you need to explain key concepts? How will they be feeling? What is their cultural background? Why are they there? What do they want out of your presentation? Are they there to learn from you, or to challenge your ideas? Do they already have strong ideas about your topic that you will be challenging?
9. Please give a brief bio for each presenter. (No more than 75 words per presenter.) Include professional credentials. We reserve the right to edit bios as space permits for inclusion in the conference program. Please include resume or vitae to be submitted with CEU application. 10. Audio/Visual Needs: In addition please submit your curriculum vitae. You may contact me if you have any questions Submission of your application does not ensure that your presentation will be selected for inclusion in the conference. E-mail submissions are preferred (Microsoft Word Document). All proposals for consideration must be received no later than September 26, 2016. Submit your application to Esmeralda P Garcia 832 818-2694 mailto:esmeralda.garcia@fortbendisd.com
Slide 16 Slide 17 This leads into the CER activity. Connect to separate CER power point. Slide 18 Show Competitions page: Science Fair Handbook Scientific Method Resources. Slide 19 Go to https://www.pearsonsuccessnet.com Slide 20
Skills Excellent 5 Good 4 Adequate 3 Weak 2 Minimal 1 Missing 0 Delivery Competent speaker. Very clear, pleasant to listen to. Confident use of eye contact, gestures. Fluent, very good speed and pacing. Professional tone throughout. Credible speaker. Clear and quite easy to listen to. May be a bit fast in places. Fairly consistent eye contact and gestures. Tries to maintain professional tone. Mostly clear. May be a strain to listen to in places. May speak too quickly or monotone. Tries to keep eye contact but may have lapses. May use slang or non- English words on occasion. May be difficult to understand. Strain to listen to. Attempts non- verbal skills but unable to maintain eye contact. May use slang or non- English words throughout presentation. Very difficult to understand. Inaudible and loses audience attention. Absence of skills. Ignores audience throughout. Did not speak in English. Unable to understand any of the presentation. Absence of non- verbal skills. Ignores audience throughout. Slides Images and slide design have professional look. Bullet points used to support message. No sentences. No spelling or grammatical errors. Followed 5x7 or 6x6 guideline perfectly. Decent design with appropriate visuals. Bullet points used quite well. May have one or two with too much text. No spelling or grammatical errors. Fair design. Visuals and content generally appropriate. Bullet points may have a couple of errors (too many words or points). Minor spelling and grammatical errors. Too many images or text dense. Fails to follow 6x6 guideline. Colors/design flawed and difficult to look at. Many spelling and grammatical errors. Poor design. Text dense with no bullet points. Possibly copied from another presentation. Slides are blank or not prepared. Content Well chosen, relevant info. Logical structure and organization. Well paraphrased. Very original. Appropriate info. Logical organization but a few details may be absent or flawed. Shows some originality. Good info and mostly logical. May lack some details or have too many. Needs some editing. Info not balanced. Lack of organization a strain to follow. Needs major editing. Very minimal info. No sense of organization. Needs major editing. No relevant info. Off topic. Timing 3 Within 3-5 minutes 2 Over 5 minutes or less than 3 minutes. 1 Less than 2 minutes.