zilongwang/ReadingBank huggingface dataset:
10th ANNUAL ADDICTION DAY, June 1, 2018 Time Event Presentation Speaker 700–0800 Registration & Continental Breakfast 0800–0810 10th Annual Welcome Welcome and Housekeeping Dr. Ann Crabtree 0810-0830 Opening Ceremony Indigenous Blessing/Smudge Ceremony Casey Eagle Speaker 0830-0915 Opening Plenary (Inspirational Speaker) TBA - Truth & Reconciliation Focus Dr. Esther Tailfeathers 0915 -0935 Nutrition Break & Networking Fair -MacEwan Hall and Foyer- 0940-1025 Plenary Research DA VINCI Project: Developing integrated care pathways for depression and alcoholism. Dr. Andriy Samokhvalov 1030-1130 Concurrent Workshops 1-5 Supervised Consumption Services Claire O’Gorman, RN, MPH Why we crave: Neural circuits underlying motivated behaviour Dr. Stephanie Borgland Ph.D. Caring for Patients with Severe Alcohol Use Disorders in the Care Setting: A Managed Alcohol Approach Dr. Karine Meador Treating Opioid Dependency: A focus on Buprenorphine/Naloxone Dr. Mandy Manak TBA TBA 1130–1245 Lunch & Networking Fair -MacEwan Hall and Foyer- 1245-1310 Cultural Activity - TBA -MacEwan Hall- TBA 1315-1415 Concurrent Workshops 6-10 Canadian Schizophrenia Guidelines: Schizophrenia and Other Psychotic Disorders with Coexisting Substance Use Disorders Dr. David Crockford Misuse/Diversion in the context of Prescription Stimulants Fizza Gilani, BSP. RPh. Using a transdiagnostic approach to treating addictions. Dr. David Hodgins, Ph.D. and Andrew Kim, (Ph.D. Candidate) Reconciliation and Ally Approaches to Healing Practices for Addiction Chelsea Crowshoe, MHS and Jennifer Mantha TBA TBA 1415-1440 Nutrition & Networking Fair -MacEwan Hall and Foyer- 1440-1500 Order of Canada Recipient Recognition Addiction Day and Addiction Medicine: A Historical Perspective Dr. Nady el-Guebaly 1500-1545 Plenary Speaker TBA Dr. Patti Laboucane-Benson, Ph.D. 1545-1600 Closing Remarks Speaker Prizes Dr. Ann Crabtree
Scientific Inquiry Terminology Match Game Scientific Law Inverse Relationship Fact Derived Control Hypothesis Experiment Exponential Relationship Bias Circle Graph Confidence Accuracy Objective Precision Theory Replicate Quantitative Data Scientific Method Qualitative Data Bar Graph Independent Variable Constant Line Graph Dependent Variable Conclusion Direct Relationship SI (System International) Interference Observe To use your senses to gather information A brief explanation of what you observe and think is true The steps scientists use to create explanations based on the evidence they gathered An educated about the result of an experiment A scientific statement that is well tested, supported, and verified Observations made by the 5 senses (smell, taste, touch, sight, sound) Observations made by using measuring instruments (temperature, length, width, etc.) Part of the experiment that the experimenter will change or manipulate Part of the experiment that changes as a result of the dependent variable A standard to compare results to during an experiment Used to represent things that we cannot directly study Something that can affect how the results of an experiment are viewed To repeat a usually with different participants and in different situations, to confirm the A graph used to display data that is not continuous or without units. A mathematical relationship in which one variable increases while the other decreases
Conclusion We found out that… …the hotter the water the faster the sugar dissolves. Explanation This tells us that… … how the speed of particles dissolving can change. Evaluation We could get more accurate results by… … stirring the sugar at the same speed each time.
Science overview May be taught in any order to tie in with other cross curricular items Y1 Y2 Y3 Y4 Y5 Y6 T1 Plants parts of flowers and trees Living and dead Basic habitat Light Digestive systems and teeth Forces intro to main types and measure heart T2 Types of animals mammals etc Plants and bulbs needs for growth Rocks Water cycle (in a bag You tube) Earth an space Sun, moon, Electricity advanced circuits and making T3 Everyday materials Human life stages and cycle exercise diet and hygiene Magnets (mostly) and simple forces Electricity and simple circuits Materials s/l/g and changes to materials Evolution and inheritance and classification T4 Seasonal changes Uses of everday materials Plants structure and plant life cycles Sound red box Separating materials reversible and irreversible and circulation of nutrients T5 Animals and skeletons Classify and group living things and food chains and webs (Owl pellets) Life cycles. Plants and animals partic ref to leading to sexual repro in animals Light and shadows instruments T6 Food and healthy eating States of matter Changing state Changes and growth stages in humans
________________________________________________ – Finally, after analyzing your information, you need to make a decision. Your conclusion should be worded as such – “My initial hypothesis that the walls were white because ______________________________________________________________ was incorrect” or “My initial hypothesis that the walls were white because ______________________________________________________________ was correct” ___________________ or ___________________________ – if your conclusion proved your hypothesis incorrect, you then need to go back and either re-test or re-hypothesize. For example, in our white wall example, you may either go back and say: Re-test – Re-Hypothesize –
L. M. College of Pharmacy Scientific Programme Attended/paper presented/participated in Event/Prize won By Students during academic year 2014-15. “Nipicon-2014” organised by Nirma University Institute of Pharmacy at Nirma University campus during 23rd to 25th Jan 2014. Ms.Patel Shivani participated as Delegate & presented Poster on “Detoxification of Toxicophores-Major Challenging Process in Drug Discovery” Co-authored By: Dr.M.T.Chhabria & Ms. Parmar Kailash Ms.Pendal Palmi participated as Delegate & Poster Presentation on Liphogy Induce: Novel Target to Enhance Lipolysis” Co-authored By: Dr.M.T.Chhabria & Ms. Parmar Kailash Ms.Jayani Modi, Mr. Jay Udernani and Ms. Akshita Bhatt participated in Controvolting organised by Urjja’14 at Shobhaben Pratapbhai Patel School of Pharmacy and Technology Management during 2014. Ms. Reema Patel, Ms. Ekta Bhalja, Ms. Bansy Patel participated in Money-maker organised by Urjja’14 at Shobhaben Pratapbhai Patel School of Pharmacy and Technology Management during 2014. Ms.Akshita Bhat participated in Poetry writing organised by Urjja’14 at Shobhaben Pratapbhai Patel School of Pharmacy and Technology Management during 2014. Tej Devpara, Mr.Makadia Kishankumar Dineshkumar Won “Eklavya Excellence Award” sponsored by Eklavya Education Foundation at L. M. College of Pharmacy, Ahmedabad on 19th Oct 2014. Ms.Bhatt Akshita Babaraju participated in Table tennis (Double) and achieved runners up position in “NCC National Games” organised by NCC National Games at New Delhi on 19th Oct 2014. Ms.Shivani Patel, Ms.Palmi Modi participated and Presented a poster on "Recent Trends in Cancer Research: From OM to OMICS" at “International Symposium” organised by Department of Cancer Biology at the Gujarat Cancer And Research Institute at The Gujarat Cancer & Research Institute, Ahmedabad on 24th Nov 2014. Ms.Vaishnavi patel and Mr.Jayant Iyer participated secure 2nd Position in QUIZ Competition at NIRMAQUEST-15 organised by Nirma University Institute of Pharmacy at Nirma University, Ahmedabad on 21st Jan 2015.
Every object in the universe attracts every other object – the degree of attraction depends on the mass of the objects and the distance between them Effects and Controversies of the Scientific Revolution Effects: Knowledge increased Technological innovations increased Life expectancy increased Controversies: Scientists often came into conflict with leaders of the Roman Catholic Church New scientific often contradicted Church teachings Wrap-Up and Review: Francis Bacon, Galileo, and Isaac Newton promoted the idea that knowledge should be based on
Appendix 2: List of submitters Name Category Details Robiony- Rogers Professional organisation Australian & NZ Society of Respiratory Science Juergen Meyer Professional college NZ Branch, Australasian College of Physical Scientists & Engineers in Medicine Iowen DHB; profession Waitemata DHB; Medical Laboratory Science Alex Wheatley DHB Lakes DHB (Information Officer) Glynne Morressey DHB; ITO; profession Northland DHB; Careerforce; Vision & Hearing Technician; Co-ordinating assessor for VHT qualification Dr Jerry Shearman ITP (training organisation) CPIT, Academic Manager Russell Simpson DHB Hutt Valley, science & technical professions Belinda Buckley DHB; profession Auckland DHB; Charge Cardiac Sonographer Sue Camoutsos; Kirsten Beynon; Kevin Taylor; Tony Burns; Greg Devane; Ken Beechey DHB; profession Canterbury Health Laboratories; Medical Laboratory Scientists & Technicians Mike University Otago University, Medical Laboratory Science Dr Mary Nulsen University Massey University, Medical laboratory Science Beggs Regulatory authority Physiotherapy Christine King DHB Capital & Coast DHB; Director of Allied Health, Science & Technical Michele Peck Professional association NZ Anaesthetic Technicians Society Group Professional association Cardiac Physiologists & Cardiac Physiology Technicians; Society of Cardiopulmonary technology (NZ) Ken Beachey Professional; professional association NZ Institute of Medical Laboratory Science Grant Searchfield Profession; University University of Auckland Gloria Crossley DHB; professional Medical laboratory science Jeanine Doherty Professional association; profession NZ Audiological Society
CATEGORY 4 3 2 1 Description and Summary The topic is clearly stated and includes all the important information. The topic is stated and includes most important information. The topic is stated but is somewhat unclear and some important information is included. The topic is not stated and is lacking important information. Impacts on Society Article shows a clear and persuasive position on the impacts to society. Article a clear and convincing position on the impacts of society Article shows a somewhat convincing position on the impacts of society. Article does not show a persuasive position on the impacts of society Worldview Article how our worldview will be impacted in a strong and insightful manner. Article shows how our worldview will be impacted in an acceptable and relevant manner. Article shows how our worldview will be impacted in a limited and somewhat relevant manner. Article does not show how our worldview will be impacted. Grammar and Spelling Article has no errors in grammar or spelling that distract the reader from the content. Article has 1-2 errors in grammar or spelling that distract the reader from the content. Article has 3-4 errors in grammar or spelling that distract the reader from the content. Article has more than 4 errors in grammar or spelling that distract the reader from the content. Layout of Magazine Article The article has an exceptionally attractive and interesting layout. It is easy to locate all important elements. The article has an attractive and layout. It is easy to locate all important elements. The article has a somewhat organized layout, but may appear busy or boring. It is easy to locate most of the important elements. The article is cluttered looking or confusing. It is often difficult to locate important elements.
Peer-Reviewed Literature and Scientific Writing Ecology Lab PCB 3043L Some of you may recall the discovery of a “new kind of life” in 2010. Scientists working at a national laboratory in Berkeley, California discovered bacteria that thrived in the absence of phosphorous and the presence of arsenic. Before this research was peer-reviewed, they conducted press releases describing their findings and received much attention. Shortly thereafter, many scientists working in similar fields questioned the original methods and results, and expressed distress at the lack of peer-review before the results were shared with the public. 18 months later these critics were vindicated, as attempts to replicate these findings showed many flaws in the original research and eventually disproved the results. If the Berkeley scientists had gone through the peer-review process and published their results in the primary literature instead of communicating their science through press release, the entire ordeal and a lot of embarrassment could have been avoided. Here is a recent article describing the debacle: Peer-reviewed literature is the first and most important kind of scientific writing. New discoveries are (almost) always sent to peer-reviewed journals first, and scientific progress is conducted on the backs of already published peer-reviewed articles. Knowing how to write in the style of peer-reviewed literature, and knowing what to expect from well-written articles when performing your own literature reviews, is necessary to being able to understand and conduct scientific research. The purpose of this lesson is to improve both your reading and writing abilities. a critical, active reader will teach you to recognize clear and concise writing, and to incorporate it into your own work. Noting which parts of certain papers you find difficult to read will help you avoid making the same mistakes. Similarly, being a skilled scientific writer will allow you to more easily navigate journal articles, and to better understand the research of other scientists. These two skills are inextricably linked. Scientific Writing Peer-reviewed literature almost always follows a format. You will encounter each of these sections in order, but do not necessarily need to read them in order. For example, many people prefer to skip straight to the discussion section, because they feel it helps give them more context for the rest of the paper. As you practice going through the literature, you will develop habits that allow you to grasp the research most efficiently. Title
Asian – British Asian – Indian – Pakistani Asian background Black – British Black Caribbean Other Black background d. Irish Irish g. Other Ethnic group Please specify: ……………………………... Please specify: ……………………………………. Please specify: ……………………………………. e. Mixed f. Asian & White Black & White Other Mixed background White British White European Union Other White background Please specify: ……………………………………. Please specify: ……………………………………. 4. I am aged …….... .……… Months Date of Birth (DD/MM/YY): 5. How did you hear about the vacancy for which you have applied? Intranet (Skinners’ staff only) Internet * Evening Standard Job Centre Plus Friend / Relative National Press * Professional Journal * Other * …………………………….. 6. I am a member/follower of the following religious None / No religion Buddhist Christian Hindu Jewish Muslim Sikh Other * …………………………….. I hereby give my consent to Skinners’ Academy processing the information given above in accordance with the purposes stated above. Signed: Dated: TO BE COMPLETED BY APPOINTING OFFICER ONLY Short Listed Interviewed Appointed Completed applications to:
17. The diagram below shows a pinwheel rotating above a lit candle. The arrows indicate the direction of air flow. Which energy transformation is best shown in this diagram? A. thermal to mechanical B. mechanical to electromagnetic C. sound to thermal D. thermal to sound 18. Before constructing a new power plant, the builders are required to prepare an environmental impact statement. This document describes the effect that the construction and operation of the power plant will have on the nearby area. Why is it important to prepare an environmental impact statement before building the power plant? A. The statement will give the safety procedures for workers. B. The statement helps the community protect its natural resources. C. The statement will help the community plan for new housing developments. D. The statement can be converted into a news article. 19. What type of energy transformation occurs when using a blow dryer? A. thermal → electrical → B. electrical → sound → chemical C. electromagnetic → mechanical → nuclear D. electrical → mechanical → thermal 20. Coal has an important advantage over many sources of energy because it is easy to transport. Which of the following statements are disadvantages of coal?
They will record on the record sheet which object is the shortest and which is the longest. Explain 11, students will sort 5 objects that they choose from the bag into color groups. They will count the objects for each color, record their findings, and compare with classmates to find which color group has the most objects. Explain 12, students will pick 5 objects from the bag and sort them by their shape. They will record the amount with the shape of a circle, square, triangle, or other and conclude which shape has the most and least objects. Explain 13, students will choose 3 objects and group objects by whether their mass is more or less than the other objects. They will sequence and record the objects having the least mass to the most mass. Explain 14-15, have students talk with a partner to decide which objects should be grouped together and identify the property they used to group them. They will also name other objects that have the same physical properties. Have groups share their sorting schema. than the button, but about the same length as the unsharpened pencil.) Which color were most of the objects in the baggies? (answers may vary) Compare the color of two of your items? (ex. The button and the unsharpened pencil were both yellow.) Which shape has the most objects? Which shape has the least objects? Which object has the most mass? Which object has the least mass? Compare the mass of two of your items? (ex. The pipe cleaner has less mass than the unsharpened pencil.) How could you group these items? ( by shape) What other objects could go with the ruler and notebook? (textbook, pencil box, etc) What other objects could go with the penny and the basketball? (bowl, marble, soccer ball) Which group would have the most mass? (the brick and the rock) Why do the brick and rock have more mass? (They have more matter inside them so they are heavier.) Day 2 EXPLORE Day 2 Time: 5 min. Activities/Events Teacher Directions Guiding Questions Students will review properties of matter as descriptions using Day 2 Explore 1. Students will pick an object from the picture and use words from the word wall to describe it. What physical properties of matter did we work with yesterday? (shape, color, size, amount of mass) What words describe your selected object? (answers will vary) EXPLAIN Day 2 Time: 30 min.
Teacher Directions Using the Texas Forest Ecosystems picture they placed into their Science Notebook, the students will describe the environment and identify some populations of plants and animals in a Texas forest. You may want to give them sentence starters such as, ”The community of a forest is ________”, or “Some populations of the Texas forests are ____, ______, and _______.” Remind them to list plants as well as animals. Forest Pros and Cons partner work Forest Ecosystems descriptions
ELABORATE Time: 50 minutes Activities/Events Teacher Directions Guiding Questions Go over the Movie Poster entry document and rubric with students. Answer any questions. Review the collaboration protocol that you are working on. The one listed in the rubric is “disagreeing appropriately”. Students will complete the movie poster project in small groups. The poster can be created in Big Huge Labs. The poster should have a character of their chosen story along with any characteristics of the character-inherited and/or learned. See Movie Poster Entry Document and Movie Poster Rubric. What are the criteria you need to follow? Have you followed all the criteria? Are you following your rubric? You might want to look at row ___ in your rubric. What are the inherited traits of your character? Who did your character inherit ___ from? What behaviors has your character learned? How did your character acquire ____? EVALUATE Time: 10 minutes Activities/Events Teacher Directions Assessment Students will take a five question STAAR formatted quiz. 5 Question STAAR formatted quiz.
How your project will be evaluated… Students will be evaluated according to the rubric included in this packet. All participants should use these criteria as a guide while completing the project. Please remember that all Science Fair entries should be experiments, not models or reports. The Log Books will be evaluated by a committee and awarded a ribbon based on the total number of points earned. For a total score of: 90 points or MORE: Superior Rating Blue Ribbon 80-89 points: Excellent Rating Red Ribbon 60-79 points: Good Rating Green Ribbon 59 points or BELOW: Certificate of Participation There are no limits on the number of ribbons that can be awarded. It is possible for all students to receive a “Superior” rating and a blue ribbon if the criteria on the rubric are met.
Good Excellent Superior Research/ Background Information/ KWL Chart 15 points -Has 3 questions on topic -lists at least 1 appropriate resource -related to topic -at least 6 facts (9-11 points) -Has 4 questions on topic -lists at least 2 different age-appropriate resources -related to topic -at least 8 facts (12-13 points) -Has 5 questions on topic -lists at least 3 different age-appropriate resources -related to topic -at least 10 facts (14-15 points) Question/ Problem 5 points -complete (3 points) -question is clearly testable (4 points) -can be investigated using the entire scientific method -uses measurable terms (5 points) Hypothesis 10 points -predicts answer to question (6-7 points) -predicts answer to question and tells why -reasoning based on background information and/or experience (8 points) -predicts answer to question and tells why -reasoning based on background information and/or experience -predicts results in measurable terms (9-10 points) Procedure/ Experiment 20 points -steps recorded for completing the experiment -materials listed -data collection methods chosen (12-15 points) -steps recorded for completing the experiment in detail -materials listed -appropriate data collection methods and tools chosen -experiment repeated more than once (or has at least 10 subjects) (16-17 points) -steps for experiment written clearly and could be followed by anyone without further explanation -materials listed -best data collection methods and tools chosen that are grade level appropriate -repeated at least 3 times (or has at least 10 subjects) (18-20 points) Data/ Results 25 points -results summarized -includes measurements (15-19 points) -results summarized -includes measurements -includes pictures, graphs and/or charts (20-22 points) -results clearly summarized -includes age appropriate and accurate measurements and pictures, graphs, and or charts (23-25 points) Conclusion/ Summary 25 points -answers scientific question -restates hypothesis -identifies a variable and an idea for further study (15-19 points) -answers scientific question -restates hypothesis -identifies > 1 variable and >1 idea for further study (20-22 points) -answers scientific question -restates hypothesis -identifies > 1 variable and >1 idea for further study -tells how info is relevant -evaluates the validity of results (23-25 points) Arrowhead Science Fair Rubric 2018
8. Articulate how science’s way of knowing rests on some assumptions. 9. Distinguish between science and technology by examples of how these are different frameworks of reasoning. 10. Cite a single major theory from one of the science disciplines and explain its historical development. 11. Explain and provide an example of how modeling is used in science. 12. Explain why ethical decision-making becomes increasingly important to a society as it becomes increasingly advanced in science. Sample question: Which of the following statements presents a hypothesis that science can now easily resolve? Warts can be cured by holding quartz crystals on them daily for a week. A classmate sitting in the room can see the auras of other students. Radio City Music Hall in New York is haunted by several spirits. People with chronic illnesses have them as a punishment for past misdeeds. Examples of S M Learning Goals Humboldt State Lower division science GE outcomes Apply scientific concepts and theories to develop scientific explanations of natural phenomena. Critically evaluate conclusions drawn from a particular set of observations or experiments. Demonstrate their understanding of the science field under study through proper use of the technical/scientific language, and the development, interpretation, and application of concepts. St. Olaf Scientific Exploration and Discovery Requirement Knowledge of scientific content and scientific principles in a disciplinary or interdisciplinary within the natural sciences. Proficiency in the application of the scientific method, including the appropriate collection, analysis, and interpretation of data, and effective communication of findings. An ability to use scientific terminology appropriately in meaningful scientific dialogue. An understanding of the process of science as an intellectual pursuit and of the ways in which scientific ideas evolve and come to be accepted. Knox College Natural and Physical Sciences (Courses in this area lie in the physical or biological sciences that include an experimental component.) The goals of an NPS foundation course are: Students will be able to identify key concepts used in understanding the physical or biological using a scientific discipline or framework. Students will be able to describe important theories in the physical or biological sciences and the empirical evidence upon which they are based. Students will be able to describe the application of the scientific method to questions using the following concepts: formulate and test a hypothesis, analyze data, draw conclusions.
Name _______________________________________________________________________ Scientific Method Vocabulary Criss-Cross Puzzle Key Vocabulary Analyze – Examine data collected in an experiment to determine what it means. Conclude – Reach a decision based on the analysis of data. Data – Information collected during an experiment. Experiment – A test that is done to determine if a hypothesis is correct or not. Hypothesis – Your proposed answer to the question or solution to the problem. Inference (Infer) – Coming to a conclusion based on your existing knowledge. (Example – seeing a student wearing a sports team jersey and concluding the student likes that team.) Observe – Watch something carefully. Qualitative data – Data dealing with descriptions; data is observed (colors, textures, smells, tastes, appearance, beauty, etc.). Quantitative data – Data can be measured (length, height, area, volume, weight, speed, time, temperature, etc.). Results – Outcome of an experiment. Tentative – Basic results that may or may not be accurate; basic results. Variable – Something that can be changed.
_____19. The sun set at 7:18 p.m. _____20. A gas was formed when I mixed the liquid and solid. _____21. Corn must be her favorite vegetable because she ate a lot of it. Scientific Method Study Guide – Key (Students have their workbook as a resource) Match the vocabulary term to its definition. F 1. Observation E 2. Problem/Question C 3. Hypothesis D 4. Experiment B 5. Analyze Data A 6. Evidence G 7. Conclusion A. Data used to support a conclusion. B. Information from an experiment. C. Proposed answer or solution to question or problem. D. Test done to support or disprove hypothesis. E. This starts and guides your project. F. To watch or look at something to get information. G. Was your hypothesis correct? Choose the term that correctly identifies the step of the scientific method: Analyze Data Hypothesis Experiment Question Research
8. B (2 choices) 9. A (2 choices) 10. B (2 choices) 5 – 1.5 4 – 1 1-3 – .5 0 – 0 Scientific Method - Controls and Variables 1. b (2 choices) 2. c 3. d 4. a 5. c 6. d 7. b 8. d 9. a Scoring 12-14 – 3 10 – 11 – 2.5 6-9 – 2 4-5 – 1.5 3 – 1 1-2 – .5 0 – 0
SCIMP Document Codes for Reporting Uptake of Pertussis Immunisation in Pregnancy v1.1 18 November 2016 Delivery Use the most accurate code from the list below dated at the date of delivery 7F12% Elective caesarean delivery 7F13% Other caesarean delivery 7F14% Breech extraction delivery 7F15% Other breech delivery 7F16% Forceps cephalic delivery 7F17% Vacuum delivery 7F18% Cephalic vaginal delivery abnormal presentation of head – no instrumentation 7F19% Normal delivery 7F1A0 Caesarean hysterectomy L20% Normal delivery in a completely normal case L213% Multiple delivery L395% Forceps delivery L396% Vacuum extractor delivery L397% Breech extraction L398% Caesarean delivery Ly0.. Spontaneous vertex delivery Ly1.. Spontaneous breech delivery Vaccination If vaccination is being given for the purposes of protecting the newborn child use: 6556. Pertussis vaccination in pregnancy 65560 Pertussis vaccination in pregnancy given by other healthcare provider If vaccination is being given to protect the mother use the appropriate code from: 655% Pertussis vaccination 65I% DTP(triple) + polio vaccination 65MH. First DTP polio and Hib vaccination 65MI. Second DTP polio and Hib vaccination 65MJ. Third DTP polio and Hib vaccination 65MK. Fourth DTP polio and Hib vaccination 65MP. Booster DTP and Hib vaccination 65MQ. Booster DTP polio and Hib vaccination In both cases use your system’s vaccination recording process. Vaccination not given The only code that will be used for reporting pertussis in pregnancy vaccine not given is: 8IEc. Pertussis vaccination in pregnancy declined But other codes may be more accurate 68NQ. Pertussis vaccine contraindicated TJJ6. Adverse reaction to pertussis vaccine
Minutes Meeting of SCIMP Working Group Date: 13th February 2013 Venue: Board Room 2 Gyle Time: 10am-1pm Present: Paul Miller Rob Walter John Duke Kevin Boylan Eileen Dargo Alison Forbes Ian Dickson Colin Brown Ian Thompson Libby Morris Bruce Thompson Karen Lefevre Bob Milne Suzanne PM RW JD KB ED AF ID CB IT LM BT KL BM SB SCIMP Chair GP Dumfries & Galloway NHS Ayrshire NSS NISG NSS NISG NHS Tayside GP Lothian GP Greater Glasgow & Clyde NHS Lothian eHealth Clinical Lead NHS Lanarkshire NHS Grampian NSS Project Manager Teleconference/Videoconference: Neil Kelly NK GP Dumfries & Galloway Apologies: Ros O’Connor Alistair Taylor Lindsey Ross Paul Woolman NHS Highland GP Greater Glasgow & Clyde NHS Highland 1 Welcome and Apologies PM welcomed everybody to the meeting, SB read out apologies. Update
Develop talking points and reference materials to share with potential champions (including information from after action reports) Data: Washington OneNet SAW, under SIEC direction August 2015, Annually thereafter Not started In Progress (25%) In Progress (50%) In Progress (75%) Complete Reevaluate outreach materials and maintain currency Data: Washington OneNet Voice: SAW, under SIEC direction August 2015, Annually thereafter Not started In Progress (25%) In Progress (50%) In Progress (75%) Complete
Table 3, summarizes the status (Current State) of measures of success for strategic goals identified in the SCIP. The measures of success for the strategic goals for the previous year have been prepopulated from the SCIP to assist in completing the report. Please complete the progress to date and impact. Table 3: Update on Selected Measures of Success Measures of Success Goal # Strategic Goal(s) Supported Initial State Target Measurement Measure Completion Date (Revised) Progress to Date Impact Current and defined Statewide Interoperability Executive Committee (SIEC) roles and responsibilities SIEC is established by State law, has a set of bylaws, members do not completely understand their responsibilities, and limited communication outside of the group support funded by legislature 2017 Bulleted results published after each meeting. set of roles and responsibilities. No progress on funding Unknown Champions for data and emergency communications A few champions participate but are not organized An established and active list of champions in each of the nine Homeland Security Regions and eventually in each county February 2016 / county February 2017 Not started None 4. Completed Washington’s FirstNet Consultations and Plan Committees in development Established and operating Stakeholder and Technical Committees December 2016 Initial consultation held 10-16-2014. Committee meetings started Minimal at this time
5. Statewide Interoperable Communications Operations Guide (FOG) No Statewide FOG in place Published and used December 2020 Not started None 7. Interoperability across dissimilar mission critical voice systems Collecting systems information across the Published systems inventory May 2015 Draft attached to SCIP Unknown 10. Comply with and Local Implementation Grant Program (SLIGP) requirements Inventory unknown Data collected, validated, and submitted to FirstNet December 2015 (February 2018) Excellent – see Accomplishments section above Knowledge of FirstNet widening across the 11. Established Communications Unit (COMU) certification program, including bridge courses to provide specific event knowledge to COMUs Training is available though not coordinated. No certification program in place. A visible and established training and certification program for COMU June 2016 Not started but COMU training is occurring COMU’s exist in Washington and are used in incidents (e.g. SR530 slide) 15. SIEC is the central repository and clearinghouse for communications-related materials No repository and clearinghouse in place Site established with user access and materials posted December 2016 Website established Unknown
Please fill out the following for RU Marketplace Access: (SciQuest Roles: Requestor, Inquirer, Approver, IPO Invoice Processor) Add or Remove Net ID email First Name Last Name SciQuest Role Role Approver/Supervisor For Approvals please add the following GL, Project, or IPO information; provide Net ID(s) and name(s) for approver(s): Add or Remove Unit Division Org Fund Primary Approver: All Dollar Amounts Primary Approver: $0-5K Primary Approver: $ 5-10 K Primary Approver: over $10k Secondary Approver: All Dollar Amounts Secondary Approver: Over $50K Add or Remove Project Primary Approver: All Dollar Amounts Primary Approver: $0-5K Primary Approver: $ 5-10 K Primary Approver: over $10k Secondary Approver: All Dollar Amounts Secondary Approver: Over $50K Add or Remove IPO Primary Approver: All Dollar Amounts Primary Approver: $0-5K Primary Approver: $ 5-10 K Primary Approver: over $10k Secondary Approver: All Dollar Amounts Secondary Approver: Over $50K Please email completed form to
Risk Assessment Part A – Generic Hazards Activity: Use of Scissor Lift Client: Site: Date of Assessment: Hazards Harm Risk prior to Control Measures Persons at Risk Required Control Measures Records/Actions Risk - Control Measures Applied Dangerous Equipment Incorrect Use Overturning Falls from platform Electrocution Persons below injured by falling items Equipment failure, falls Toppling, falls from height from heights, crushing, trapping Due to unstable platform, movements Death, falls Death, severe injury S=5 L=2 R=Medium S=5 L=2 R=Medium S=5 L=3 R=High S=5 L=2 R=Medium S=5 L=1 R= Low S=5 L=1 R= Low Operatives Operatives/ Persons adjacent Operatives/ Persons adjacent Operative Operatives Operatives, Rescue Team Hired in equipment documentation to be checked for currency and inspection in accordance with LOLER and PUWER MEWP to be controlled by competent person holding current IPAF qualifications MEWP to be positioned on level and firm ground. The upper working platform should not exceed 12 m. Access/egress to the working platform must be via the ladder provided, outriggers fitted to be deployed. Wheels to be locked Both feet will be kept on the working platform at all times. Harnesses will be used if the required (assessment to be carried out on the ground conditions prior to work commencing). MEWP must not be moved with operatives on platform Care to avoid any overhead cables when siting the MEWP. Any portable electrical equipment used on the MEWP will be proven safe (PAT). The work area and traffic movements will be clearly defined. Warning signs to be positioned. Kick boards fitted. Equipment secured where required Equipment documentation Training Inspection, training and supervision Inspection, training and supervision Inspection, training and supervision. PAT register Inspection, training and supervision S=2 L=1 R=Low S=1 L=2 R= Low S=2 L=2 R= Low S=2 L=2 R= Low S=1 L=2 R= Low S=2 L=2 R= Low Risk Assessments Part B – Site Specific Hazards
Pacella – Add mailbox portion. Section was about putting complaint forms in Student Court mailbox, as well as where it is. Added another item in Instructions for Receival of Defendant’s Response form, section 6. Says we will provide plaintiff and defendant with copies of Section 7: Case Hearings. Melville – Seeks a motion to amend rules of court. McCormick – Moves to amend rules of court. Seconded by Dunwoody. Requires 2/3. Affirm: McCormick, Pacella, Dunwoody, Parsons, Melville, Stirling Passes 6-0. Announcements and Comments This weekend, Melville will be chairing a committee at a meeting of the North Dakota Student Association. Melville – What kind of candy should I buy? Chocolate, starburst. April 17th, 6:00 pm Student Government Banquet, at Alumni Center. Will last about two hours. Next week, our advisor Emily Frazier will be present. Involvement expo, this coming Wednesday – 11:00 am to 3:00 pm. Review of Action Items
Grades 6-9 Regular Bell Schedule (M, T, TH, F) Grades 6-9 Wednesday Bell Schedule (Students leave 1 hour early) Grades 6-9 Science Forum Tuesday Bell Schedule Grades 6-9 2-Hour Delay Bell Schedule (When Mandated by Pittsburgh Public Schools) Staff Arrival 07:06 Staff Arrival 07:06 Staff Arrival 07:06 Staff Arrival 07:06 Student Arrival and Breakfast 07:10 - 07:29 Student Arrival and Breakfast 07:10 – 07:29 Student Arrival and Breakfast 07:10 – 07:29 Student Arrival and Breakfast 09:10 – 09:29 Period 1 07:36 – 08:56 (80 minutes) Period 1 07:36 – 8:44 (68 minutes) Period 1 07:36 – 08:44 (68 minutes) Period 1 09:36 – 10:29 (53 minutes) Period 2 Homeroom (Per. 3) 09:01 – 10:26 (85 minutes) Period 2 Homeroom (Per. 3) 08:49 – 10:00 (71 minutes) Science Forum Period 2 Homeroom (Per.3) 10:34 – 11:30 (56 minutes) 08:49 – 09:59 Period 4 Lunch 10:31 - 11:01 (30 minutes) Period 4 Lunch 10:05 – 10:35 (30 minutes) *9th grade students will be in science forum activities with grades 10-12 Period 4 11:35 – 12:05 (30 minutes) Activity 11:06 – 11:56 (50 minutes) Advisory 10:40 – 11:20 (40 minutes) Period 4 10:04 – 10:34 (30 minutes) Activity/ Advisory 12:10 – 12:50 (40 minutes) Period 5 12:01 - 01:21 (80 minutes) Period 5 11:25 - 12:33 (68 minutes) Advisory 10:39 – 11:19 (40 minutes) Period 5 12:55 – 1:48 (53 minutes) Period 6 01:26 – 02:46 (80 minutes) Period 6 12:38 – 01:46 (68 minutes) Period 2 Homeroom (Per. 3) 11:24 – 12:28 (64 minutes) Period 6 01:53 – 2:46 (53 minutes) Staff Dismissal 03:06 Staff PD 1:56 – 03:06 Period 5 12:33 – 01:37 (64 minutes) Staff Dismissal 03:06 Period 6 01:42 – 02:46 (64 minutes) Dismissal 03:06
for future governance as we identify theories, actors, business models and contexts that acknowledge the diversity of corporate (governance) models in use that can guide innovative and transformative practices in the domain of corporate governance. Professor Charlotte Villiers Professor of Company Law, University of Bristol Corporate Governance and an Ethics of Care In an article published in Business and Society in the late 1990’s William Frederick the following words: “New paradigms tend to emerge when conventional ways of thinking no longer provide satisfactory answers or when normal science produces only humdrum answers. But because new paradigms suggest novel approaches, they typically encounter resistance.” He added that “corporate social performance theorizing has reached a crisis point, or very nearly a dead end. Few answers are emerging to the urgent pressures and crisis facing today’s business and society.” Indeed, we have witnessed since Frederick’s paper an intensification of the problems he identified and corporate and financial crises that have shattered the trust of citizens around the world. In this paper I suggest that we are still stuck at the point Frederick was describing twenty years ago. I also suggest that we have an opportunity to pick up on an emerging paradigm in the ethic of care and its close relative, feminist justice. Instead of fiddling “while the world burns” we might adopt the normative direction offered by this theoretical perspective and thereby achieve some of the goals envisioned such as improvement of market functioning and internalization of a corporation’s externalities. Janet Williamson Senior Policy Officer, Economics and Social Affairs Department, Challenging Shareholder Primacy – the case for workers’ in corporate governance
SCL Recognition Program – Reorder Form All Around Appreciation Quantity Price Total ACE – Thank you cards $4 for 10; $8 for 25; $16 for 50 ACE – Thank you decals $6.50 per set of 8 $ Cause For Celebration No Cost Items for Individuals Quantity Price Total Athletics Event Tickets Voucher $0 Round of Bowling Voucher $0 $ Discounted Items for Individuals Quantity Price Total Dining $5 off coupons $40 for 10 Cornell $5 Off Coupon $15 for 200 Amazon Points $1 for 1 Point $ Overall Total $________________ Acct #: Manager Signature: Date:
Diagnosis is required Yes By which specialty Dermatologist Clinical Immunologist Due to its rarity, diagnosis and treatment of this condition is recommended to be limited to Dermatologists or Clinical Immunologists. Diagnosis must be verified No By which specialty Exclusion Criteria Qualifying Criteria Scleromyxedema (skin involvement only) unresponsive to steroids and other immunosuppressant agents or where contra-indicated Moderate to severe scleromyxedema proven by skin biopsy and confirmed absence of thyroid disease AND Unresponsive to standard steroid therapy and at least one other immunosuppressant agent OR Immunosuppressant medication has resulted in unacceptable side effects or significant toxicity OR Corticosteroids and/or immunosuppressant agents are contraindicated For patients with disease limited to the skin, Ig therapy will be authorised once patients have demonstrated non-responsiveness to steroid therapy and treatment with at one immunosuppressant medication, unless contraindicated or unacceptable side effects or significant levels of toxicity have been demonstrated. trial
Special Commission on and Regional Public Health Finance Subcommittee Agenda – September 15, 2017 3:00 p.m. to 3:50 p.m. 3:00 Call to Order Member introductions Discussion of subcommittee charge and tasks Consideration of additional members or subject matter experts Brief summary report to Special Commission on September 15th Plans for next subcommittee meeting 3:45 Adjourn
CRITICAL REASONING SCENARIO ASSESSMENTS– Criterion 6 Specialty Certification in Low Vision To complete the scenario activity, applicant may choose 2 assessments from the list below or complete the activity form with one (or two) assessments that are not listed. Examples provided may be with the same client or different clients. Low Vision Ancillary Screens Acuity ADL Color Discrimination Contrast Sensitivity Perception Reading Visual Fields Visual Attention Writing Balance Cognition Home Environment Medication Management Psychosocial Sensation Beck Depression Inventory (BDI) Source: www.cawt.com/Site/11/Documents/Members/Evaluation/ BeckDepressionInventory1.pdf X Behavioral Inattention Test (BIT) Source: www.pearsonassessments.com X Berg Balance Scale Source: Internet search X Brain Injury Visual Assessment Battery for Adults (biVABA) Source: www.visabilities.com X X X X X X California Central Visual Test Source: www.mattinglylowvision.com X Catherine Bergego Scale (CBS) Source: strokengine.ca/assess/module_cbs_family-en.html X Colenbrander Low Vision Test Source: Internet search X Colenbrander Mixed Contrast Reading Card Source: Internet search X X X Collins Low Vision Writing Assessment Contact Gale Watson X Developmental Test of Visual (DTVP–A) X
Source: Internet search ETDRS Eye Chart Source: Internet search X Geriatric Depression Rating Scale–Short Form Source: X Home Environment Lighting Assessment (HELA) Source: ot.wustl.edu, click “Resources” X International Reading Speed Text (iReST) Source: precision-vision.com/index.cfm/feature/79_94 X Landolt “C or Tumbling E” Source: Internet search X LeaNumbers Intermediate Acuity Test Chart Source: Internet search X LeaNumbers Near Vision and Crowding Chart Source: Internet search X X LeaNumbers & LeaSymbols Contrast Sensitivity Test Source: Internet search X Low Vision Quality-of-Life Questionnaire Source: www.ncbi.nlm.nih.gov/pubmed/11124300 X Mars Contrast Sensitivity Test Source: www.marsperceptrix.com X MedMaIDE Medication Management Assessment Source: medmanagement.umaryland.edu/self_med X Mini Mental State Exam (MMSE) Source: Internet search X
Minnesota Low Vision Reading Test (MNRead) Source: Internet search X X Montreal Cognitive Assessment (MOCA) Source: www.mocatest.org X Morgan Low Vision Reading Comprehension Assessment Source: X MOS Social Support Survey Source: www.rand.org/content/dam/rand/www/external/health/ surveys_tools/mos/mos_socialsupport_survey.pdf X Visual Perception Test (MVPT) Source: Internet search X National Eye Institute Visual Function (NEI–VFQ–25) Source: www.nei-gov X Patti Pics Logarithmic Visual Acuity Chart Source: Internet search X Pelli–Robson CSF Source: Internet search X Self-Report Assessment of Functional Visual Performance (SRAFVP) Source:ajot.aotapress.net/content/66/4/478.full.pdf X Semmes–Weinstein Monofilament Test Source: Internet search X 25
After reviewing this recording or observation, describe the insights you gained, and reflect on how the analysis experience validated or supported change in your practice related to assessment – performance skills. (average word guideline–400) CASE Back to Criteria Criterion 5—Assessment: Performance Skills Administers standardized assessments as delegated by the supervising occupational therapist specific to low vision, consistently integrating clinical observations. Guidelines case study should not include any form of standard client documentation (e.g., evaluation summary, discharge plan) or identification of client name(s) or facility information. Date(s) case study represents Describe the client, client factors, and case contexts for the identified case. The context of the case should be adequately communicated so that relevance and merit of the case to the criterion is easily determined. (average word guideline–500)
RESEARCH Criterion 6—Intervention: Performance Skills In collaboration with the supervising occupational therapist, performs interventions that are unique to low vision integrating impact of varying client factors and contexts. What type of research was conducted? Please choose 1. Scientific inquiry–Qualitative, quantitative, or mixed-methods approach. Methodological research/instrument development–Scientific inquiry to establish psychometric properties of (1) a new tool, (2) an existing tool with a new population, or (3) an existing tool translated to a new language. Systematic review of the literature–Comprehensive search, review, and analysis of the existing literature to answer a focused question. of research conducted Mechanism of dissemination: Publication Evidence-Based Practice Peer-reviewed presentation Project Web site Grant funding Dissertation/thesis Critically Appraised (CAT, e.g., AOTA) Citation: Role of applicant in the research. (average word guideline–25)