zilongwang/ReadingBank huggingface dataset:
Section 2: Event Risk Assessment <INSERT EVENT NAME> - Risk Register Last updated: Review due: Review lead: RISK ID HAZARD RISK DESCRIPTION (What could go wrong?) PROBABIILITY RATING IMPACT RATING GROSS RISK LEVEL CONTROLS NET RISK LEVEL ADDITIONAL RECOMMENDED CONTROL ACTIONS RISK OWNER REVIEW TERM 1 cables around desks in event admin area Admin volunteer could trip on power cable and hit desk/floor causing head injury. Possible Medium H9 Daily admin area checks to ensure cables are not in walkway areas. Cable covers put over any cables that cross walkways. M6 N/A Event Manager during event
Name Title of thesis Page (of thesis) Copyrighted material (describe) Amount in relation to the whole of the work? (is it a substantial / distinctive part?) Other possible exceptions? (Is the material related to criticism/review or parody/satire?) Permission Requested? (If yes, record details such as date and person contacted) Permission Obtained? (if Yes, – record date, name of person granting the permission, and any relevant comments )
Severe infection added as an identified risk Convulsions added as a potential risk> angioedema and urticarial> Part VII: Annexes Annex 1 – EudraVigilance Interface Available in electronic format only Annex 2 – Treatment protocol Provide copies of the treatment protocol. Annex 3 - Worldwide marketing authorisation by country (including EEA) For each product in the RMP provide (only if applicable): A3.1 Licensing status in the EEA Country Current licence status Date of licence action 1 Date first marketed in country Brand name(s) Comments Choose one of the following: Approved Refused review <Enter a date> <Enter a date> If product has different routes of authorisation e.g. national + MRP in
<E.g. Study ABC> <E.g. versus ibuprofen in adults with mild postoperative pain Phase III> <E.g. Germany, USA, Chile> <E.g. Randomised <E.g. 4075> <E.g. 14 days> <E.g. Jan 2005> Further safety/efficacy studies Studies in special populations (e.g. paediatric, elderly) Annex 5 - Synopsis of on-going and completed pharmacoepidemiological study programme Study Research question Study design Population & study size Duration of follow up Milestones & dates Status Choose one of the following: Planned Protocol under development Protocol agreed Data collection started Data collection ended Study completed
Clinic and Rating Prep With Madeline Backus At Pendragon Stud Equestrian Center Nov 19-20, 2016 Madeline began riding at a very young age. Her love of horses was passed down from her mother, Laura Backus, who Madeline trained and worked with until the age of 18. She then moved from her home, Pendragon Stud Equestrian Center, to the east coast to be a working student. Madeline is now based in Coatesville, PA at Blue Hill Farm where she has been studying under Jessica and Missy Ransehousen since January 2015. Madeline has produced and competed many horses, including her current mount P.S. Arianna. Together this pair have made their way up the levels from beginner novice to Advanced. They just recently completed the CCI 3* at Fair Hill International, and look forward to making their Rolex debut next year. Madeline is an A level Pony Clubber, and enjoys sharing her growing knowledge with students and their horses. Available to all levels D1-A Cost: $40 Includes two lessons per day, mounted and unmounted instruction Stabling: Available by advance request, contact Laura Backus (720)371-9605 Lodging: Sundance Mountain Lodge in Monument. Mention Pendragon and clients will receive a discounted rate of $79/night. Call Melissa at (719)
If students need to ride a different bus to school, they will require to bring a note from their parent or guardian to the main office and call to inform transportation (908-534-3835) of this change. Discipline and penalties According to Board Policy, the riding privilege of a student may be revoked for violation of the rules or for conduct which is detrimental to the safe operation of the school bus. 2. The driver is in full charge of the bus and the students. 3. Parents will be notified if it is necessary to deny school bus transportation for a reasonable amount of time, in which case the parents become responsible for providing student transportation. Car Transportation *We ask that drivers proceed slowly and cautiously, primarily remaining cognizant of students walking in the lot while being courteous to fellow motorists/members of our school community. If students are transported to school by car, or picked up at school on a regular basis or during inclement weather, the following guidelines will ensure the safety and proper supervision of students during arrival and dismissal times. Admittance time: Homework room is available starting at 7:00 AM Dismissal time: 2:25 PM 2. Students must be picked up/dropped off in the front of the school only. Please follow the directions of the teachers in charge. Inclement Weather Plans Parents should have an inclement weather plan in place so that their child knows what to do in advance of the situation. The telephones cannot handle last minute plans for all students.
of collection services Key Indicator: amount of collected waste according to weigh bridge data waste collection services by improving performance and cost efficiency Conduction of assessment of internal service delivery vs. outsourced service delivery Street cleaning Services rely on EPWP and CWP workers (administrational efforts) Overall Target: Improvement of street cleaning Key Indicator: satisfaction of residents Street sweeping in CBD shall be done through cooperatives consisting of EPWP workers Areas outside Rustenburg Town shall be done by CWP workers or through cooperatives transfer and transport Cost coverage for transfer and transport Overall Target: Improvement of logistics for delivery and transport of waste Key Indicator: total amount of waste delivered through Marikana transfer station according to weigh bridge data Discuss with Lonmin, whether they can include the operation of Marikana Refuse Transfer Station in their SLP Operation of Marikana Refuse Transfer Station Options for private waste deliveries Support implementation of points run by the private sector or cooperatives Key Issues of Current Waste Management System Overall Targets and Key Indicators Recommendations for Concept Development Recycling and treatment Recyclables disposed at the landfill sites Overall Target: Diversion of recyclables from landfill sites Key Indicator: 25% of recyclables related to amount of overall recyclables in collected waste is diverted Facilitation of recycling initiatives driven by the private sector (e.g. by providing public space for drop-off points) Investigation of possibilities for cooperation with the private sector for collection of recyclables and green waste Follow-up on grant funding options for establishing of MRF at Waterval Landfill High amount of organic waste (garden/ green waste and organic fraction of household waste) Overall Target: Diversion of organic waste from landfill site Key Indicator: at least one pilot project for organic waste treatment is implemented Establishing of green waste composting at the Waterval Landfill and implementation of respective tariff mechanisms Implementation of separate collection of food waste (if food waste treatment plant is off
Species Name of Drug/Agent Dose Range (list dose in mg/kg body weight) (SQ, IP, IV etc.) Frequency (how often given?) Duration of Treatment (how long will treatment last?) Species Name of Drug/Agent Dose Range (list dose in mg/kg body weight) Route (SQ, IP, IV etc.) Frequency (how often given?) Duration of Treatment (how long will treatment last?)
Click on the image above to view detailed instructions on adding animal numbers to your protocol on the image above to view detailed instructions on adding procedures to your protocol Species Drug/Agent Dose Range (mg/kg body wt) Route Frequency (how often?) Duration (how long?)
(receiving the drug/agent) (SQ, IP, IV, IM, etc.) Species (receiving the drug/agent) Drug/Agent Dose Range (mg/kg body wt) Route (SQ, IP, IV, IM, etc.) Frequency (how Duration (how long?)
Application For Employment Applicants and employees are treated without regard to race, creed, religion, national origin, nationality, ancestry, age, sex/gender, marital status, civil union status, familial status, affectional or sexual orientation, gender identity or expression, domestic partnership status, atypical hereditary cellular or blood trait, genetic information, disability including perceived disability, physical, mental and/or intellectual disability, or liability for service in the Armed Forces of the United States. Last Name: First Name: Middle Name: Current Address: Daytime Phone: Evening Phone/Cell Phone: Date of Birth : (month/date/year) Permanent Address: Same as Above Alternate Email Address: Referral Source: Employee Internet Newspaper Agency Job Fair College Other Wage or Salary Desired: Available Start Time Date: (month/date/year) Are you able to verify that you are old enough to work? Yes No Are you interested in: Part-time Full-time Temporary Can you work: Any Shift Overtime Weekends Are you willing to travel? Yes No Domestic International OIF OEF Will You Relocate? Yes No Geographic Preference: Have you applied with us before? Yes No Have you ever been employed with us before? Yes No Do you have relatives currently employed with us? Yes No If hired, can you provide Proof of Citizenship or verification of legal right to work in the U.S.? Yes No
Criminal convictions or arrests will not automatically disqualify an applicant from a particular job. The Company will consider the nature of the crime, its seriousness, the substantial relation to the position’s functions and qualifications, the number of occurrences, the applicant’s age at the time of the crime, the time elapsed since the crime, the applicant’s entire work and educational history, employment references and recommendations, and the business necessity of any exclusion when required by law. Have you ever initiated an act of violence in the workplace? Yes No If Yes, please provide the date(s) and explain so that individual circumstances can be considered. (A “Yes” answer will not necessarily disqualify you from employment.) List all special technical skills that you feel qualify you for the job for which you are applying (For example, computer programming/language, software, equipment operation, special tools or machines, etc.) I understand and agree that if driving is a requirement of the job for which I am applying, my employment and/or continued employment is contingent on possessing a valid driver’s license for the state in which I reside and automobile liability insurance in an amount equal to the minimum required by the state where I reside.
Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 Optional Teacher Workday 3 WOW: Loyalty 4 Science EOG 8th & NCFE 7th grades (online) 5 NCFE Social Studies 6th, 7th & 8th grades (online) 6 6th & 7th grade Awards Ceremony @1:00pm 7 8th grade Promotion Ceremony 10:00am PTSA EOG Incentive @1:30pm 8 Last Day of School Early Dismissal 9 10 11 Required Teacher Workday *Remediation: 8:30am – 11:30am 12 Summer Testing 8:30am – 11:30am Required Teacher Workday 13 Summer Testing 8:30am – 11:30am Required Teacher Workday 14 Summer Testing 8:30am – 11:30am Required Teacher Workday 15 Optional Teacher Workday 16 17 Happy Father's Day! 18 Optional Teacher Workday 19 20 21 22 23 24 25 26 27 28 29 30 ROWLAND MIDDLE SCHOOL JUNE 2018 “Today’s Effort, Tomorrow’s Success”
References [1] “Material Properties Tables – Acoustic Properties”. NDT Resource Center. < [2] “Closed-End Air Columns”. The Physics Classroom. < http://www.physicsclassroom.com/class/sound/Lesson-5/Closed-End-Air-Columns> [3] “Open-End Air Columns”. The Physics Classroom. < http://www.physicsclassroom.com/class/sound/Lesson-5/Open-End-Air-Columns> [4] “Refractive Index of Acrylic, Acrylate, Lucite, Perspex, Plexiglass”. Fimetrics. < http://www.filmetrics.com/refractive-index-database/Acrylic/Acrylate-Lucite-Perspex-Plexiglass> [5] “50:50 Cube Beamsplitters”. Thorlabs. <https://www.thorlabs.com/newgrouppage9.cfm?objectgroup_id=754>
Blacksmithing skill level: None  Beginner Intermediate Advanced all that apply: student hobbyistartist artisan blacksmithing teacher or demonstrator business owner just curious not smithing these days but still interested other Blacksmithing Specialty: _______________________________________________ Membership Level: $40.00 Individual $45.00 Family $50.00+ Contributory New Renewal Profile Change ABANA Member Please return this form to: Mike Otis 4520 S. Lipan Ct Englewood, CO 80110 24th Rocky Mountain Blacksmithing Conference, Aug 6-Aug 10, 2014 Schedule Please wear safety glasses and hearing protection in the forge Thursday Friday Saturday Sunday Breakfast Breakfast Breakfast Breakfast Ross
Mindy Gardner Mindy Gardner Clean Up James Makely Lunch Lunch Say Goodbye Group Project John Switzer Makely Go Home Ice Breaker Party on the Lawn Peter Ross Drive carefully Dinner Dinner Iron in the Hat & Silent Auction if you get work Forging Competition Demonstrators Slide Show BBQ Open Forge Open Forge Membership Meeting Open Forge
Work Experience Name of Placement Details of Placement (including tasks completed, duration and outcome) Student’s key strengths Student’s areas for development and barriers to learning Student’s interests and hobbies Student’s aspirations for the future Medical Background Current GP Name Address Phone number Please provide brief details where your answer is yes to any question. Student’s NHS number Does the student have any longstanding medical conditions? yes no Is the student currently prescribed medication? yes no Was the student previously on any medication that has since been stopped? yes no Does the student have a history of epilepsy, seizures, fits and/or absences? (If yes, please complete the epilepsy questionnaire following the application) yes no Does the student have any hearing dfificulties? yes no Date of last test --/--/---- Does the student have any visual difficulties? yes no Date of last test --/--/---- Does the student wear glasses? yes no
Salinity is unlikely to expand, the consequences will be minor because the incised topography would restrict the extent. East Binnu Sandplain (3) less than 1 the Land Monitor mapping product did not produce a reliable estimate for this hydrozone mostly rising almost certain moderate medium term high Rising groundwater trends dominate. Consistent rising groundwater and extensive areas where groundwater is less than 10m deep make it almost certain that salinity will continue to spread with moderate consequences, as there are extensive low-lying areas with salinity hazard. Irwin Terrace (4) 4 10 variable possible moderate medium term moderate Variable groundwater trends in this hydrozone. Rising trends are associated with areas of sandplain soils. Falling trends are associated with
Ravensthorpe (24) less than 1 mostly rising likely medium term moderate Most of the salinity in this hydrozone is caused by hillside seeps or groundwater baseflow to river channels and some tributaries. The salinity risk is moderate because salinity is likely to expand with minor consequence because the area of agricultural land at risk is small. However, the off-site impacts could be considerable in relation to biodiversity, especially along the waterways in the Fitzgerald Biosphere Reserve.
RMYS EMERGENCY CONTACTS If you require an ambulance please call 000 urgently or make a Mayday call on Channel 16 Requirement Responsible Party Phone Monday – Sunday during Squadron office 9534 0227 After hours General Manager Operations Manager Sailing Coordinator Matt Solly Damien Ryan Allicia Rae 0419 531 745 0412 137 183 0415 111 261 Warden Damien Ryan 0412 137 183 FIRE / POLICE / AMBULANCE 000 Poisons Hotline 131 126 State Emergency Service 132 500 Coast Guard St. Kilda 9525 3714 St Kilda Police 9536 2666 Water Police & Search and Rescue 9399 7500 EPA- Fuel/Chemical Spills *DO NOT CALL discussed with RMYS Management* 1300 373 842 Power Outage & Emergencies Faults & Emergencies Origin Emergencies 13 12 80 Gas AGL Emergency & Faults 13 26 91 Water/Sewer South East Water Emergency 13 28 12 Doctor St Kilda Super clinic Level 1, Acland Court 156-160 Acland Street St Kilda VIC 3182 9525 5766 Hospital Alfred Hospital Commercial Road, Prahran 9276 2000 Electrician Reme Electrical Martin Michelini 0419 594 910 building\rmys emergency contacts-2018.docx
Name of individual who participated in the education Organization that approved activity Electronic logs including the above information are acceptable. List of Free Online CE Please note, with the exception of UPMC Nursing Grand Rounds, the websites listed below are publicly available. of in Education and Research is managed in partnership with the for Continuing Education in the Health Sciences. All other sites are not related to the UPMC or . The sites are managed external to the UPMC or Univerity of Pittsburgh.
Locating Active Orders Develop Conceptual Knowledge: Looking up orders is a way to verify active orders. When in the “looking up orders” mode, new orders can’t be entered and existing orders can’t be modified. The orders that are displayed include patient information such as alerts, activity, diet, treatments, labs, medications and IV fluids. Key Discussion Points Direct learners to use the patient name on the TRAINING PATIENT CARD. Click a patient and click “lookup orders.” Locate an active order for guiac stools. Click “Done” to exit the lookup screen. SHOW # 24
Introduce and Show Video “Overview of Actions Menu” Reinforce conceptual knowledge for learners by explaining that: The Actions Menu has links within StarPanel that allow you to navigate to different sections of the EMR. The Actions Menu is a shortcut to access specific parts of the patient chart or to open forms for documentation. One example of a link found within the Actions Menu is the Admission History Form. As the demonstrated the Actions Menu is accessed from StarPanel by clicking the word link “actions” next to the patient name on the Inpatient Whiteboard. When a link within the Actions Menu is clicked a panel is opened. Remember, to eliminate multiple panels from opening, only use the “actions” word link that is next to the patient name. Transition Statement: to Functionality of the Actions Menu lesson. Functionality of the Actions Menu Develop Conceptual Knowledge: We talked briefly about the best practice method for accessing the Action Menu.
Administering Medication Develop Conceptual Knowledge: Once medications are confirmed in Care Organizer the administration can be charted in the Admin Rx tab of HED. We use the “To Do” view in Care Organizer to identify the medication administration times. We use the “Overdue” view as an alert to show medications that were not given at their scheduled time. Warnings will interrupt the process of administering medication and should not be ignored. For example, warnings will occur when an incorrect dose is selected or the medication is administered too late, too early or when no medication order is found. Training Resources Rx Tips Scanner Reset Process Key Discussion Points Explain and list the 5 Rights: The Right Patient The Right Medication The Right Dose The Right Route The Right Time Using the Rx Tips Training Resource, review the steps for administering medication. Demonstrate identifying medications that are due using the “To Do” view of Care Organizer. Click “Show Worklist” so that a timeline displays. Explain and Show the radial buttons “Overdues, Changes, To-Do” and column headers. Show the location of comments about medications. Demonstrate administering Hydralazine:
ADD OR SUBTRACT MULTIPLY OR DIVIDE IMPROPER FRACTION MIXED NUMBER WHEN DENOMINATORS ARE THE SAME 1.) Add the numerators. 2.) Keep the denominator. WHEN DENOMINATORS ARE DIFFERENT 1.) Find common denominator. 2.) Find the equivalent fraction(s). 3.) Use addition rule above! MULTIPLY 1.) Multiply across for the numerator and denominator. DIVIDE 1.) Keep, Change, Flip 2.) Multiply! IMPROPER FRACTION TO MIXED NUMBER 1.) Divide the denominator into the numerator. MIXED NUMBER TO IMPROPER FRACTION 1.) Multiply the denominator by the whole number 2.) Add the numerator. 3.) Put the sum from step 2 over the original denominator. OPERATIONS WITH FRACTIONS CHEAT SHEET ADD OR SUBTRACT MULTIPLY OR DIVIDE IMPROPER FRACTION MIXED NUMBER WHEN DENOMINATORS ARE THE SAME 1.) Add the numerators. 2.) Keep the denominator. WHEN DENOMINATORS ARE DIFFERENT 1.) Find common denominator. 2.) Find the equivalent fraction(s). 3.) Use addition rule above! MULTIPLY 1.) Multiply across for the numerator and denominator. DIVIDE 1.) Keep, Change, Flip 2.) Multiply! IMPROPER FRACTION TO MIXED NUMBER 1.) Divide the denominator into the numerator. MIXED NUMBER TO IMPROPER FRACTION 1.) Multiply the denominator by the number 2.) Add the numerator. 3.) Put the sum from step 2 over the original denominator.
Completing with the student the Learning Contract and submitting a curriculum or resume if required. Reviewing the student’s individual Learning Contract to determine how the course and student objectives can be met, the agency’s mission and resources. Orienting the student to the clinical facility, personnel, policies, procedures, and the goals and philosophy of the agency. Informing the student of potential learning opportunities available in the agency. Maintaining verbal and/or written communication with the course instructor when needed. Conferring with the student on a regular regarding progress toward meeting Learning Contract objectives and completing the learning activities as planned. Providing the instructor with a written assessment of the student’s progress. and develop the Learning Contract. The instructor also: the student’s submission of the required preclinical documents and other requirements. Monitors and assesses appropriate preceptored learning experiences to facilitate the student’s achievement of the course objectives. Communicates as needed with the preceptor regarding student progress and learning Is available to resolve problems if they arise. Is responsible for evaluating the student’s work and assigning a after receiving the preceptor’s written evaluation. Faculty who teach sections of the role performance courses may be full-time or part-time instructors. The content expert for each role performance course is the faculty member who has the responsibility to coordinate the sections of the course, and serves as a resource to the instructors and preceptors in those sections. The roles of the instructor and the preceptor are collaborative and complementary in the School’s Preceptor Model. Incorporation of these assumptions into the educational experience facilitates and enhances learning and satisfaction. The student is expected to: Identify an appropriate contracted agency to complete the clinical requirements; if there is no appropriate agency, identify an agency to begin a contracting process with. Identify a preceptor; have agency and preceptor approved by instructor. Complete health and other documentation requirements. Develop the Learning Contract with preceptor and submit for instructor approval. Complete expectations noted in the syllabus. General Information:
knowledge and skills in information management and patient care technology in the delivery of quality patient care. Examine the impact of processes of healthcare policy, finance, and regulatory environments on access, equity, and affordability in healthcare delivery. Utilize knowledge and skills of health promotion, disease, and injury prevention across the lifespan to improve health in individual and diverse populations. Apply the professional standards of moral, ethical, and legal conduct to practice dilemmas and one’s own clinical practice. Curriculum Framework: Relationship of Student Learning Outcomes, Core Concepts, and Standards Student Learning Outcomes Core Concepts Standards (AACN Essential, QSEN, NLN) Synthesize knowledge, theories, and methods of a variety of disciplines from liberal education into nursing practice. Pt. Centered, Culturally Competent Care Evidence-Based Practice (EBP) Teamwork and Interprofessional Collaboration (TIPC) AACN I: Liberal Education for Baccalaureate Generalist Nursing Practice QSEN: Pt. Centered CC Care, EBP, TIPC NLN: Human Flourishing Employ knowledge and skills of leadership, quality improvement and client safety in the provision of system-wide improvements for health-care delivery to diverse populations. Healthcare Systems and Policy Information Management (IM) Quality Improvement and Safety (QIS) Teamwork and Interprofessional Collaboration (TIPC) AACN II: Basic Organizational & Systems Leadership for Quality Care & Patient Safety QSEN: IM, QIS, TIPC NLN: Professional Identity Integrate theory, clinical judgment, & inter-professional perspectives in communicating and applying current practices. Evidence-Based Practice (EBP) Quality Improvement & Safety (QIS) Teamwork and Interprofessional Collaboration (TIPC) AACN III: Scholarship for Evidence-Based Practice QSEN: EBP, QIS, TIPC NLN: Nursing Judgment, Spirit of Inquiry based
Lower Division Nursing Courses (Any NUR 1000-2999 courses) 42 CREDIT HOURS 121 *Students must successfully complete all courses listed on pages 9 and 10 with a C or higher. For additional information on course requirements, please contact (386) 754-4287 if not enrolled in a course(s) at FGC and 386-754-4222 if currently enrolled in a course(s) at FGC, Bachelor of Science in Nursing Application Requirements Florida Gateway College - Upper Level Baccalaureate Division Admission Requirements: Completion of the Florida Gateway College Upper Division/Baccalaureate Admission Application, including the residency affidavit by the published admission application deadline. All students who wish to claim Florida residency for tuition assessment purposes must complete the residency affidavit as a part of the application for admission process. The applicant must provide sufficient documentation in accordance with Florida Statute 1009.21 in order to substantiate residency as defined for tuition assessment purposes. The applicant must provide official transcripts from all previously attended schools prior to admission at Florida Gateway College. This includes detailed official transcripts from high school and/or a state Department of Education which issued a GED® and/or a home school affidavit as prescribed by Florida Statute 1002.41. Additionally, the applicant must provide official transcripts from each previously attended postsecondary institution, inclusive of colleges, universities and/or vocational-technical schools (other than LCCC or FGC). Applicants to the upper-division level must have earned an AS in Nursing from a regionally accredited institution. All transcripts from schools based outside of the United States and its territories must be evaluated by a National Association of Credential Evaluation Services (NACES) approved agency. Official transcripts should be sent directly to the Florida Gateway College – Office of Admission, 149 SE College Place, Lake City, FL 32025-2007. Prospective students who wish to be considered for admission to the Bachelor of Science in Nursing program offered at FGC should possess at a minimum an Associate of Science degree in Nursing from a regionally accredited college or university, with a cumulative grade point average of at least 2.5 in the following prerequisite courses. BSC 2085 Anatomy & Physiology I 3 credit hours BSC 2085L Anatomy & Physiology I Lab 1 credit hours BSC 2086 Anatomy & Physiology II 3 credit BSC 2086L Anatomy & Physiology II Lab 1 credit hours ENC 1101 Freshman Composition I 3 credit hours
F. Examine respectful and caring behavior recognizing the uniqueness and of the individual. G. Investigate the relationship values, culture, environment, and client response to health experiences. H. Investigate critical thinking skills in the classroom. Analyze principles of safe and effective nursing practice. Analyze information from a variety of sources to identify patient care needs. Discover the necessity of lifelong learning, global citizenship, and service. Examine theories and models which guide Practicum/Project judgment. Practice professional and ethical behavior in holistic care of individuals, groups, and communities. NRSG 350 – Health Assessment NRSG 395 – Nursing Research NRSG 326 – Community Health Nursing Level 4 Develop sciences growth. Analyze perspectives legal, and care and Consistently convey ideas Produce evaluate, problems. NRSG 443 – Global and Transcultural Nursing NRSG 467 – Leadership and Issues in Health Care, Law, and Ethics
Individual registered nurses are accountable to regulate themselves in accordance with their legislated and individual scope of practice. Indicator Am I meeting the expectations of this indicator consistently? Not at all Always 5.1 I follow current legislation, standards and regulatory documents relevant to my practice setting. 1 2 3 4 5.2 I recognize and address violations of practice, and ethical obligations by myself or others in a timely and appropriate manner. 1 2 3 4 5.3 I report to employers and/or the appropriate regulatory body concerns related to incompetence, professional misconduct, conduct unbecoming the profession, and/or incapacity of nurses and/or other health care providers. 1 2 3 4 5.4 I support health care team members who reasonably report violations of practice, and ethical obligations by themselves or others to employers or the appropriate regulatory body. 1 2 3 4 5.5 I take appropriate action to resolve professional practice issues. 1 2 3 4 5.6 I take appropriate action to ensure my physical, psychological and emotional health does not negatively affect my ability to provide safe, competent, compassionate and ethical care. 1 2 3 4 Notes
During acute episodes of sickness, please consult clinician. 1) Severe hypoglycemia: An requiring assistance of another person to actively administer carbohydrates, glucagon, or other resuscitative actions. These episodes may be associated with sufficient neuroglycopenia to induce seizure or coma. Plasma glucose measurements may not be available during such an event, but neurological recovery attributable to the restoration of plasma glucose to normal is considered sufficient evidence that the event was induced by a low plasma glucose concentration. 2) Documented symptomatic hypoglycemia: An during which typical symptoms of hypoglycemia are accompanied by a measured plasma glucose concentration <70 mg/dl (3.9 mmol/l). Title RN Diabetes Medication Titration Protocol Author : Thad Schilling, MD Date of Origin 10/2011 Reviewed/ Revised by Quality Assurance Committee Date(s) Reviewed/ Revised 10/6/2011 Approved by Clinical Leadership Date Approved 11/10/2011 Responsible for Implementation Thad Schilling , MD Keywords Diabetes, Protocol, Nursing, Medication, Metformin, Metformin ER SharePlace Site TBD Glimepiride (Amaryl) – Sulfonylurea
Step Description Key Point / Image / Reason Who Time 1. Statins are 1st line therapy to prevent ASCVD. Statin intensity and dose should guide therapy: • High Intensity (LDL reduction ≥ 50%): atorvastatin 40mg/80mg; Crestor 20mg/40mg • Moderate Intensity (LDL reduction 30-49%): atorvastatin 10mg/20mg, pravastatin 40mg/80mg, simvastatin 20mg/40mg, lovastatin 40mg Standard treatment protocols approved by Atrius Health Pharmacy and Therapeutics Committee for treatment of hyperlipidemia with statin medication. Click for the document. Clinician 2 Clinician requests treatment with statin or intensification of statin treatment Clinician forwards request for statin treatment to RN, indicating medication/dose/directions either via telephone encounter or result note. Clinician During Roster Review meeting, or other time via telephone encounter or result note. 3 RN reviews clinician directive and LDL values. If statin naïve check for baseline LFT in past 12 months. If no LFT in past 12 months, check LFT before proceeding with standard work. Clarify actions to be by RN RN Upon receipt of request 4 Access or create telephone encounter/result note from clinician to document patient counseling and medication/lab orders via RN smartphrase (.statins). Add diagnosis code appropriate to patient or ask clinician for clarification. Documentation venue RN Initiation of RN contact with patient 5 Communicate clinician advice, medication education including drug/dose/adverse effects/monitoring to patient and document in encounter. Documentation venue RN During phone conversation with patient 6 Patient declines treatment initiation or intensification. Forward request back to clinician for follow up. DO NOT CONTINUE STANDARD WORK. Decision point RN During telephone encounter 7 If patient agrees to plan, request patient obtain statin medication at HVMA pharmacy—confirm location or identify Reinforces preferred HVMA pharmacy use. RN During telephone encounter
While the participants in the workshop already knew this, they learned that they could be more consistent and careful in their reactions to food. During the workshop, the varied reactions of participants to tofu were observed and reported back to them, which helped them see how much they might need to use when trying new foods with the children! Early Childhood programs can be especially influential at introducing children to new foods because their peers are there too. One study found that children were more willing to try a vegetable they previously had disliked if they saw other children choosing to eat it (Birch, 1980). When asked what they intended to do differently in their programs, the workshop participants mentioned several ways they would try to role model an interest in new foods: * Be positive (about new foods). * I will eat with them. * Try new foods with them. In summary, child care professionals who attended the workshop thought they learned a lot, and intended to change their practices. Wonderful workshop. I walked away with many new ideas. Source: The main source material for this workshop was a book written by 2 UW-Madison professors and 2 Wisconsin early childhood professionals: Nitzke, S., Riley, D., Ramminger, A., & Jacobs, G. 2010. Rethinking Nutrition: Connecting Science and Practice in Early Childhood Settings. St. Paul: Redleaf Press. References: 1 Birch, L.L., McPhee, L., Steinberg, L., & Sullivan, S. (1990). Conditioned flavor preferences in young children. Physiology and Behavior, 47: 2 Birch, L.L., & Marlin, D.W. (1982). I don’t like it: I never tried it: Effects of exposure to food on two-year-old
(c) Warning DO NOT OPEN BEFORE 1430-Hrs. On 23rd February, 2015 15.1 Deadline for Submission of Tenders 14:00 AM on 23rd February, 2015 15.5 Substitute “is received by the employer prior to the deadline for submission of tenderers” with “is submitted along with tender at the time of submission of tender” 16.1 Time, and Date of Tender Opening Venue: NHA Complex, Main RCD Highway, Uthal Time: 14:30-Hrs. Date: 23rd February, 2015 16.4 Responsiveness of Tenders (i) the Tender is valid till required period, (ii) the Tender prices are firm during currency of contract (if it is a fixed price tender) (iii) completion period offered is within specified limits, (iv) the Tenderer/Manufacturer is eligible to Tender and possesses the requisite experience, (v) the Tender does not deviate from technical requirements and (vi) the Tenders are generally in order, etc. OF TENDER AND SCHEDULES TO TENDER SCHEDULE – TO TENDER
1.1.3 “Drawings” the Employer’s drawings of the Works as listed in the Contract Data, and any Variation to such drawings. Persons 1.1.4 “Employer” means the person named in the Contract Data and the legal successors in title to this person, but not (except with the consent of the Contractor) any assignee. 1.1.5 “Contractor” means the person named in the Contract Data and the legal successors in title to this person, but not (except with the consent of the Employer) any assignee. 1.1.6 “Party” means either the Employer or the Contractor. Dates, Times and Periods 1.1.7 “Commencement Date” means the date 14 days after the date the Contract comes into effect or any other date agreed between the Parties. 1.1.8 “Day” means a calendar day 1.1.9 “Time for Completion” means the time for completing the Works as stated in the Contract Data (or as extended under Sub-Clause 7.3), calculated from the Commencement Date. Money and Payments 1.1.10 “Cost” means all expenditure properly incurred (or to be incurred) by the Contractor, whether on or off the Site, including overheads and similar charges. Other Definitions 1.1.11 “Contractor’s Equipment” means all machinery, apparatus and other things required for the execution of the Works but does not include Materials or Plant intended to form part of the Works. 1.1.12 “Country” means the Islamic Republic of Pakistan. 1.1.13 “Employer’s Risks” means those matters listed in Sub-Clause 6.1. 1.1.14 “Force Majeure” means an event or circumstance which makes performance of a Party’s obligations illegal or impracticable and which is beyond that Party’s reasonable control. 1.1.15 ‘Materials” means things of all kinds (other than Plant) to be supplied and incorporated in the Works by the Contractor.
F. AWARD OF CONTRACT Post-Qualification 14 Award Criteria & Employers Right 14 Notification of Award & Signing of Contract Agreement 14 Performance Security 15 INSTRUCTIONS TO TENDERERS (Note: These Instructions to Tenderers (IT) alongwith Tendering Data will not be part of Contract and will cease to have effect once the Contract is signed). A. GENERAL IT.1 Scope of Tender & Source of Funds 1.1 Scope of Tender The Employer as defined in the Tendering Data (hereinafter called “the Employer”) wishes to receive tenders for the Works summarized in the Tendering Data (hereinafter referred to as “the Works”). Tenderers must quote for the complete scope of work. Any tender covering partial scope of work will be rejected as non-responsive. 1.2 Source of Funds The Employer has arranged funds from its own sources i.e. (AMP 2014-15) IT.2 Eligible Tenderers 2.1 Tendering is open to all contractors in result of advertisement published on 26th December, 2014 in leading newspapers as well as on NHA’s & PPRA’s websites. IT.3 Cost of Tendering 3.1 The tenderer shall bear all costs associated with the preparation and submission of its tender and the Employer will in no case be responsible or liable for those costs, regardless of the conduct or outcome of the tendering process.
Existing/Pending grant support Status: PI, Co-PI, Collaborator (please indicate one) Project Title (Project ID / Account No.) Funding Agency/ies Please list co-funding Grantors, if applicable Amount Awarded (S$) Duration of Award (MM-YY to MM-YY) % of time PI is involved in each AcRF Non- AcRF Details of co-I/ collaborator (add or remove as necessary) Name Title Email address
Existing/pending grant support Status: PI, Co-PI, Collaborator (please indicate one) Project Title (Project ID / Account No.) Funding Agency/ies Please list co-funding Grantors, if applicable Amount Awarded (S$) Duration of Award (MM-YY to MM-YY) % of time PI is involved in each grant AcRF Non- AcRF Section B – Collaboration of Research Team (if applicable) Please provide details of any future, existing and/or past collaborations between/among existing RNA Biology Center PIs (including linkages in terms of research area/s, research projects, publications, etc.)
Denature at 70°C for 2 minutes and then transfer immediately to ice. Add 13.6 µL of ligation master mix: 10× NEB Ligase 1 Buffer 2 µl DMSO (100%) 1.8 µl ATP (100 mM) 0.2 µl PEG 8000 (50%) 8 µl Murine RNase Inhibitor 0.3 µl T4 RNA Ligase 1 (30 U / µL) 1.3 µl Total 13.6 µl Close cap and mix by shaking vigorously and spinning down tubes many times. Incubate at room temperature for 1.5 hours. Clean RNA: Add 15 µL SILANE beads in 61 µL RLT. Mix well. Add 65 µL 100% ethanol. Mix well and wait 2 minutes. Wash twice by resuspending beads in 70% ethanol. Dry for 5-10 minutes. Elute in 14.3 µL H2O. Reverse Transcription – Strand cDNA To each sample, add 10 pmol (0.5 µL of 20 µM stock) AR17 primer. Denature at 70°C for 2 minutes and then immediately transfer to ice. Add 6 µL of reverse transcription master mix: 10× AffinityScript RT Buffer 2 µl 100 mM DTT 2 µl 100 mM dNTPs (25 mM each) 0.8 µl Murine RNase Inhibitor 0.4 µl AffinityScript Reverse Transcriptase Enzyme 0.8 µl Total 6 µl Quickly mix by pipet and transfer to a preheated 55°C incubator. Incubate at 55°C for 5 minutes, 54°C for 50 minutes, then 4°C for 1 minute. Immediately remove samples from thermal cycler. Digest excess RT primers by adding 3 µL of ExoSAP-IT. Mix and incubate at 37°C for 12 minutes. Probe Removal Take 20 µL of Streptavidin C1 magnetic beads per sample. Wash in 1× C1 Binding Buffer (10 mM Tris pH 7.5, 250 mM LiCl, 20 mM EDTA, 0.1% Triton X-100). Aliquot out beads into an empty strip tube, place on magnet, then remove supernatant. Add 2.5 µL of 10× C1 Binding Buffer to each sample, then transfer the samples to the washed beads and mix.
Both of these _________ DNA so it changes how the codons are read Big changes to protein Point Mutations Missense mutation = ______________________________________ (Ex. Sickle Cell Anemia) Silent mutation= __________________________________________ Nonsense mutation=_______________________________________ Frameshift Mutations ________ or ________ one or more bases Change the meaning of the whole protein! Addition _______________________________________________ Deletion________________________________________________
Ricardo Nazario-Colón - 859-913-2080 – 587 Love Lane #4 Waynesville, NC 28786 ACCOMPLISHMENTS Appointed by the Provost to the Cherokee Center Advisory Board 2016 – Current. Appointed by the Provost Office to the Mapworks Core Retention Advising Team, 2014 - 2016. Appointed by the President to the Student Center Renovation core group, 2014 - 2016. Appointed by the VP Student of Life as Title IX division liaison. 2014 - 2016. NASPA Latino Knowledge Community, Kentucky Representative 2012 - 2016 Completed the Aspiring Senior Student Affairs Officer Institute, New Orleans, LA., 2013. Assumed supervisory responsibility over the University Center & Conference Services, 2012 - 2014. Keynote Speaker for the Rev. Dr. Martin L. King, Jr. Celebration at Hazard Community College, 2012. Appointed to the Native American Commission by KY Governor Hon. Steve Beshear, 2011 - 2014. EDUCATION Masters of Science for Teachers, Pace University, New York, NY, Spanish, 1996. Bachelor of Arts, Latin American Studies and Spanish Literature, University of Kentucky, 1992. HIGHER EDUCATION EXPERIENCE Chief Diversity Officer Jun 2016 – Present Western Carolina University Report to the Vice Chancellor of Academic Affairs. Lead the discussions of diversity on campus. Encourage respectful discussion and differing opinions. Educate the faculty, staff, and students of WCU along with the external community on issues of diversity and inclusion. as Deputy Affirmative Action/Equal Employment Opportunity officer in matters relating to compliance regulations, policies, and practices. Provide leadership in the cooperative creation and delivery of campus-wide diversity and cultural competency training programs. Utilize knowledge of federal, state, and local laws, regulations, and guidelines related to affirmative action and civil rights enforcement to advance diversity goals. Utilize knowledge of employment policies and practices in higher education to achieve goals. Engage with the National Association of Diversity Officers in Higher Education and utilize the Standards of Professional Practice for Chief Diversity Officers. Ability to work collaboratively and effectively across the University's many units, divisions, departments, colleges, etc. to further an environment of inclusiveness. Director, Student Activities, Inclusion and Leadership August 2011 – May 2016 Morehead State University Report to the Vice President of Student Life Director, University Center & Conference Services July 2012 – November 2014 Morehead State University Report to the AVP/Dean of Students.
The quality of the inception report and the evaluation report will be assessed by the ELA unit focal person and mission level PQA coordinator. The evaluator is expected to follow the format, structure and length as defined under section 5.4 and 5.6 above. MANAGEMENT ARRANGEMENTS AND WORKPLAN These evaluation TORs have been developed in a participatory manner based on inputs from relevant stakeholders and approval from Donor. The evaluator will directly report to the evaluation manager. The evaluator will submit all the evaluation outputs directly and only to the evaluation manager. The evaluation manager will do a quality check (ensure required elements are there) and decide whether the report is ready for sharing. The evaluation manager will forward a copy to key stakeholders for comments on factual issues and for clarifications. The evaluation manager will consolidate the comments and send these to the evaluator by date agreed between the evaluation manager and the evaluator or as soon as the comments are received from stakeholders. The evaluator will consider all comments to finalize report and will submit it to the evaluation manager who will then officially forward to relevant stakeholders. Tentative Work plan NOTE: Consultants are expected to work 6 days a week (either Sundays/Fridays or whatever day the office has off will not be paid) during their consultancy contract. Travel days are not paid as they are not working days as such. Activities Evaluator Working Days Dates Evaluation briefing with the evaluation manager (in country) 0.5 11th Dec Interviews with HQ / ELA Unit 0.5 12th Dec Desk review, preparation of work and prepare Inception Report 3 15th Dec Inception Report approval 1 (Not paid) 16th Dec In country interviews with ACF (Key project staff) 1 17th Dec Field Travel, Field work, collection and analysis of secondary data and meeting with stakeholders Min. 10 17th – 26th Dec Stakeholders Workshop in country 1 28th Dec Evaluation debriefing with the evaluation manager 0.5 29th Dec Evaluation debriefing with HQ 0.5 29th Dec Draft Report Min. 5 06th Jan 2016 Action Against Hunger-UK: Quality check and initial review by the evaluation manager, circulate draft report to key stakeholders, consolidate comments of stakeholders and send to evaluator Min. 8 14th Jan 2017 Final report on the basis of stakeholders, country office, HQ, and Action Against Hunger -UK comments Min. 3 17th Jan 2017
Item Description Cost #Ordered Cost Cedar Wood Duck Houses Wood Duck houses should be mounted on a post or 6 to 8 feet high with the entrance hole facing south or west and within 30 to 100 feet from the nearest water. It is best not to put up wood duck houses within sight of each other. $45 Each Same style as the Cedar Houses Pine Wood Duck Houses $25 Each Pine Bat Houses The box should be placed at least ten feet above the ground in an open area orientated (135° azimuth is optimal) where it receives at least seven hours of direct sun. $12 Each Pine Blue Bird Houses Face the bluebird house away from the prevailing wind. 4-6 ft. high on a post is optimal for the house. Bluebirds don't like thick vegetation near the house. $6 Each 2 for $10 Wren Bird House Mount or hang the house six to ten feet high in or near a tree or shrub. House wrens seem to prefer areas with trees and shrubs. Fencerows and brushy draws are ideal. $5 for one, $4 for every one after Sub TOTAL Be sure to add subtotal to bottom of the Tree form. Liability limited to refund of purchase price. Not responsible for orders not picked up on the 23rd of April. Name:_____________________________________Phone:_______________________ Address:___________________________________City:_________________________ Please: orders must be received by April 1st. Pick up on Sun April 23rd 9AM-NOON Gordy’s Grocery Downtown CF. Send forms to: Chippewa Rod & Gun Club 11423 121st St, Chippewa Falls, WI 54729