zilongwang/ReadingBank huggingface dataset:
SEVERE SEPSIS SCREENING TOOLS (adapted from Pat Posa (SJMHS) tool INFECTION Suspected or documented infection Antibiotic therapy Check blood glucose if any one above is checked AND proceed to STEP II: Blood sugar: If no checks above = NEGATIVE screen for sepsis: Initial _________ No need to proceed to Step II, however continue to assess resident for changes: STOP and WATCH early warning tool OR Using your Senses to Identify Sepsis SIRS – Systemic Inflammatory Response Syndrome Temperature greater than or equal to 101 or less than or equal to 96.8F HR greater than 90 beats/minute Respiratory rate greater than 20 breaths/minute Blood glucose greater than 140 in non-diabetics If less than 2 checked = NEGATIVE screen for sepsis: Initial _________ No need to proceed to Step III, however continue to assess resident. If 2 above are checked, PATIENT SCREENED POSITIVE FOR SEPSIS resident on I & O. Monitor and record urine output every shift Obtain order for LACTIC ACID and proceed to Section III ORGAN DYSFUNCTION Respiratory: SAO2 less than 90% OR increasing O2 requirements Cardiovascular: SBP less than 90mmHg OR 40mmHg less than baseline Renal: Urine output less than .5ml/kg over last 8 hours CNS: Mental status changes LABS: (Do not use lab results older than 24 hours) Platelets less than 100,000 INR greater than 1.5 Bilirubin greater than or equal to 4mg/dl Serum lactic acid greater than or equal to 2mEq/l If 1 above checked, PATIENT SCREENS POSTIVE FOR SEVERE SEPSIS. CALL PHYSICIAN AND FOLLOW SBAR SCRIPT BELOW. If no checks above = NEGATIVE screen for sepsis: Initial _________ Continue to assess. No further action at this time. SITUATION: Tell physician resident screened positive for Severe Sepsis BACKGROUND Describe positive SIRS; Inform physician if resident is currently being treated for a known infection; share which organ system has dysfunction ASSESSMENT Share VS and SaO2 (pulse ox) RECOMMENDATION: REQUEST ORDER FOR FOLLOWING Blood cultures; CBC; IV Antibiotic Decreased BP, fluid bolus 30ml/kg over 1 hour or faster until hypotension resolved. If resident does not respond to bolus, send to ER USING YOUR SENSES TO IDENTIFY SEPSIS (HOME INSTEAD)
13 Contingency Plan for power supply to be available Alternate sources of heating, cooking and lighting to be explored Please continue to add actions that are required for your area RECORD OF ACTIVITY (example) Time Action Responsible Person Initial power cut (TIME) Contact electricity supplier, seek information about likely duration of outage hour Gather together emergency supplies Consider bringing all residents into one area 3 hours in Standby emergency evacuation premises and transport Contact assistance with potential evacuation 6 in Contact alternate premises Contact transport providers Evacuate premises Gas ACTIONS No. Action Prerequisite Responsible Person Date complete 1 Services delivered based on need List of service priorities (Priority 1, 2, 3, 4) 2 Priority Customer privileges Advise service to register with supplier as Priority Customers 3 Required by Bord Gais Know your type of metre (card or bill pay) 4 Know how to use your shut off Know the location of your Gas Metre 5 Gas Emergencies 1850 200 694 6 If you gas 1850 205050 7 Commercial enquires 1850 411511 8 Contingency Plan for gas supply to be available Alternate sources for heating/cooking to be explored Please continue to add actions that are required for your area Water The loss of water has a high impact on service delivery. ACTIONS No. Action Prerequisite Responsible Person Date complete 1 Services delivered based on need List of service priorities (Priority 1, 2, 3, 4) 2 Inspect water pipes regularly Water pipes to be insulated for frost/ice 3 Know how to turn on and off your supply Know where your stop valve is located
Please see an example of a Cascade of Alerts EM = Emergency Management AND = Assistant National Director CEMO = Chief Emergency Management Officer Dependencies To improve the resilience of your service, you need to know what you are dependent on and what is dependent on you. - Upstream – Services, providers, contractors, utilities and stakeholders which your services are dependent upon. - Downstream – Staff, patients, HSE facilities, hospitals, communities, statutory agencies, any end users who are dependent upon your services. PLEASE COMPLETE AND INSERT THE RELEVANT DEPENDENCY TABLES (PLEASE SEE AN EXAMPLE FOR FLOODING Flooding - upstream DEPENDENCIES Dependency Dependent on Requirement Action (card) Responsible Person 1 Sand bags available Supplier Stock available Procedure outlined NAME 2 3 Flooding - downstream DEPENDENCIES Dependency Dependent on Requirement Action (card) Responsible Person 1 Sand bags put in place Staff Staff and tools available Procedure outlined NAME 2 3 AREA Dependency Table Complete Relevant Action Cards Complete Flooding Yes No Wind Yes Being prepared Thunderstorms No Snow Being prepared Frost/Ice Yes
improved institutional outcomes (Kreitner, 1995)., Maslow in his scholarly work found out that human beings have desires, wants and needs that are arranged in a hierarchy beginning with the most basic to the highest. The needs in ascending order are: physiological needs, safety or security needs, social and belonging or affiliation needs, self-esteem, ego or status needs and lastly the need for self-actualization (Mbua, 2003; Robbins and Judge, 2008). Many scholars have used the findings to suggest drivers of motivation and job satisfaction among staff in a typical organization (Morgan, 1986; Lunenburg and Ornstein, 2004). Lunenburg and Ornstein (2004) cited Herzberg’s five factors that influence both motivation and job satisfaction which include recognition, achievement, advancement, responsibility and work itself. In contrast, Lunenburg and Ornstein (2004) argued that what Herzberg regards as satisfiers can also be dissatisfiers in another context. A by Chou et. al., (2011) shows that most employees get satisfied with certain leadership styles and dissatisfied with the other. Chung et. al., (2011) further found out that many employees do feel dissatisfied with their jobs when they are under the autocratic leaders and leaders who cannot delegate power to the subordinates when they are on leave or not on duty.
Please circle one number for each question that comes closest to reflecting your opinion about each statement to reflect the extent to which you agree or disagree with it. Strongly Disagree Disagree Not sure Agree Strongly Agree 1 I feel I am being paid a fair amount for the work I do. 1 2 3 4 5 2 There is really too little chance for promotion on my job. 1 2 3 4 5 3 My supervisor is quite competent in doing his/her job. 1 2 3 4 5 4 I am not satisfied with the benefits I receive. 1 2 3 4 5 5 When I do a good job, I receive the recognition for it that I should receive. 1 2 3 4 5 6 Many of our rules and procedures make doing a good job difficult. 1 2 3 4 5 7 I like the people I work with. 1 2 3 4 5 8 I sometimes feel my job is meaningless. 1 2 3 4 5 9 Communications seem good within this organization. 1 2 3 4 5 10 Those who do well on the job stand a fair chance of being promoted. 1 2 3 4 5 11 My supervisor is unfair to me. 1 2 3 4 5 12 The benefits we receive are as good as most other organizations offer. 1 2 3 4 5 13 I do not feel that the work I do is appreciated. 1 2 3 4 5 14 My efforts to do a good job are seldom recognized. 1 2 3 4 5 15 I find I have to work harder at my job because of the incompetence of people I work with. 1 2 3 4 5 16 I like doing the things I do at work. 1 2 3 4 5 17 The goals of this organization are not clear to me. 1 2 3 4 5 18 I feel that I am satisfied with my job 1 2 3 4 5 C: LEADERSHIP STYLE
Other members of Finance Team HSTA Board Members College and training organisation staff and students 6 Skills and Attitude The ability to work as a team member and possess good interpersonal, communication and literacy skills Independent, highly self-motivated and proactive, able to prioritise workload and work under own initiative Able to work under pressure with efficiency, accuracy and to be able to meet deadlines. High level of flexibility and dependability A demonstrable interest in accountancy through school or as a hobby Have a genuine interest in developing an accounting career, previous involvement in a heritage railway is not necessary but an understanding of the volunteer dynamic is important You must be prepared to work in an office using pc but understanding building and maintaining links to the commercial activities is important 7 Qualifications/Training Have at least the pre-requisite qualifications (a minimum of 4 GCSE’s, or equivalent, at Grade A* to C including English and Maths) to undertake the Association of Accounting Technicians (AAT) Exams Level 2 to 4 inclusive Be IT literate and familiar with Microsoft packages for day-to-day work and application in the workplace All training given will be in the work place or at college and will include - Workplace Induction Accounting induction IT training Time management Undertake any additional training as required Pegasus Opera 3 Advanced Microsoft Excel Microsoft Outlook and Word Purchasing Order and Sales Processes Payroll VAT 8 Post Apprenticeship At the end of apprenticeship, successful candidates may be employed on a career path through an Improver role to a fully competent accounting role in the Finance Team at SVR as and when vacancies are available and afforded, but this cannot be guaranteed. However, the Finance apprenticeship programme aims to provide training and assessment and AAT qualification, which will enable those who complete it, to be able to demonstrate competency when applying for accountancy roles in other organisations.
Date ratified: 11/11/2013 Name and Title of originator/author(s): Tailte Breffni Name of responsible Director: Michael O’Connor Date issued: November 2013 Review date: November 2014 Target audience: Educators and trainers involved in supporting trainees Document History: Developed in August 2012, reviewed October 2013 and November 2013
Appendix 1: Meeting Template It should be made clear to the trainee that the purpose of this meeting is to be supportive and to objectively explore the concerns that have arisen with the aim of coming up with a remedial action plan Name: GMC #: Please circle areas of concern (you can circle more than one) Specialty: Clinical Knowledge/Skills YES/NO Home Environment YES/NO Educational Supervisor: Clinical Supervisor: Behaviour YES/NO Work Environment YES/NO Date of Meeting: Attendees: Health YES/NO Is the trainee safe to practice: YES/NO *If no, inform Clinical/Medical Director and HR* History How did medical school go/previous jobs/placements? Explore of concern and areas of satisfactory performance:
S.W.O.T. Strengths Quality of provision-expertise Size of service, impact, staff and resources Breadth of offer Breadth of expertise-skills that schools don`t have 'One-stop-shop' Lead in NMPE Local profile Not for profit organisation Public sector ethos Known to schools-reputation Most schools already customers Weaknesses Seen as expensive Non-profit challenge Ability to respond to change Inflexible council systems Lack of consistency of Marketing experience Profile outside of Worcestershire Business acumen-Directors Opportunities NMPE/OFSTED/Curriculum Spinning out Arts Beyond Worcestershire Early Years Adult Youth Health Partner in HE Music Education delivery (Univ of Worc) Broaden product base To keep prices under control More flexible working arrangements More flexible employment models Threats Change in government policy Change in curriculum Private providers Recruitment Cost/value balance Economy Loss of contact with WCC Tendering to keep existing business Cash flow and financial challenges Transfer could deflect attention from delivery
Slide 8 NAICS codes are established at the contract level, no need to add to your RFQ Biggest Change from SEWP IV to SEWP V was you can’t compete the Same RFQ against 2 NAICs codes. 334111 applies to Group A, 541519 applies to Groups B, C, and D Non MFR rule applies to NAICs code 54519 You can do a set aside within groups, i.e. SDVOSB, SB, HUBZone, EDWOSB will show you how during the tool demo. 9 Pricing structure is set at the contract level through the proposal process. Pricing must be at or less than Contract Holder’s GSA contract price, should always be lower because of SEWP fee is lower. Pricing is driven down by internal competition, and discounts are given for consolidated purchasing. Negotiating is encouraged at the quote level. Labor is hard to determine at the contract level, so price reasonableness determination has to be done by the issuing CO. Slide 10 We provide support throughout the entire SEWP Process. We will review your requirements for Scope determination and walk you through the tools if you need assistance. We review all orders and modifications send and should be sent to sewporders@sewp.nasa.gov for tracking and monitoring. We track orders through delivery and assist if there are any issues after award. Slide 11 SEWP provides some RFQ information to our Contract Holders. Under $5.5 million, you aren’t required to provide any information on the award, over $5.5 million you must provide a debrief. Under $10 million only protestable action is scope, but because of the rigorous process to add the items to contract there should be no issues with scope. This only applies to DoD, NASA and Coast Guard. Slide 12 SEWP support help desk is open from 7:30 Am – to 6:00 PM Monday through Friday. options, chat, phone, email. If after hours email is always there, we promise a 1 business day response to your inquiry. It’s better to contact the help desk than an individual because over 90% of receives the email and someone will get back to you. FAQs are always available. We offer free onsite and WebEx training. *GO TO WEB*
Population for Whom Poverty Status is Determined Number Percent of Total Kenosha 139,358 10,915 7.8 Milwaukee 873,148 139,747 16.0 Ozaukee 77,223 2,078 2.7 Racine 175,707 15,491 8.8 Walworth 88,296 7,478 8.5 Washington 109,493 4,204 3.8 Waukesha 337,664 9,635 2.9 Region 1,800,889 189,548 10.5 Table 4 – 2000 LEP Population in the SEWRPC Service Area POPULATION WITH LIMITED ENGLISH PROFICIENCY IN SOUTHEASTERN WISCONSIN BY COUNTY AND LANGUAGE GROUP: 2000 County Population Age 5 and Over Population with Limited English Proficiency (LEP) LEP Population by Non-English Language Group Spanish Other and Pacific Islands Other Languages Kenosha 139,358 2,103 1,443 536 100 24 Milwaukee 873,148 25,548 17,707 4,106 3,421 314 Ozaukee 77,223 451 180 229 42 0 Racine 175,707 2,841 2,226 370 206 39 Walworth 88,296 1,790 1,504 189 97 0 Washington 109,493 722 371 310 41 0
transit service improvement and expansion provides service to minority and low income populations. This would include evaluation of the characteristics of the population served by proposed express transit system; and evaluation of the characteristics of the population in areas to receive improved frequency of transit service; and evaluation of characteristics of population of areas which would be served by new transit service. SUMMARY OF FINDINGS AND CORRECTIVE ACTIONS Title VI Requirements For MPOs Findings Description of Deficiencies Corrective Action(s) Response Days/Date Date Closed GENERAL REPORTING REQUIREMENTS – FTA C. 4702.1A. IV, 1-9 Inclusive Public Participation ND Language Access to LEP Persons ND Title VI Complaint Procedures ND Record of Title VI Investigations, Complaints, and Lawsuits ND Notice to Beneficiaries of Protection Under Title VI ND Annual Title VI Certification and Assurance ND Environmental Justice Analysis of Construction Projects ND Submit Title VI Program PROGRAM-SPECIFIC GUIDANCE FOR METROPOLITAN TRANSPORTATION PLANNING ORGANIZATIONS – FTA C. 4702.1A. VII, 1
Curriculum Key Stage 1 Key Stage 2 Children learn about the concept of male and female and about young animals. In ongoing PSHE work, they develop skills to form friendships and think about relationships with others. In science the children learn life cycles of some animals understand the idea of growing from young to old All living things reproduce. Importance of personal hygiene to maintain good health. Naming body parts In RE and Citizenship children reflect on family relationships, different family groups and friendship. They learn about rituals and traditions associated with birth, marriage and death and talk about the emotions involved. They begin to co-operate with others in work and play and begin to recognise the range of human emotions and ways to deal with them. They also about personal safety. In science children on their knowledge of the human body and learn about changes in the body as you get older Children are taught about the physical, emotional and social changes at puberty, which include personal hygiene. In RE and Citizenship, they continue to develop an understanding of relationships within a family, between friends and the community and that there are different patterns of friendship. They will develop skills needed to form relationships and to respect people’s emotions and feelings. They will consider how to make simple choices and exercise some basic techniques for resisting pressures. Sex and relationship education should focus on the development of skills and attitudes not just the acquisition of knowledge. All Key Stages - SEAL Say no to bullying
recognise the pressure of unwanted and inappropriate physical contact and how to deal with it the many relationships in which they are all involved how a family is important to children growing up about different family arrangements including the place of marriage the diversity of lifestyles and why respect for diversity is important ask for help from a range of adults they know and can trust how the media impact on forming attitudes individuals, families and groups can go for reliable information why it is important to consider others’ points of view including their parents puberty happens at different times for different people why being different can provoke bullying and why this is unacceptable 7. Teaching and Learning of Sex and Relationship Education at Bowmandale Teaching and Learning in SRE will be in line with the school’s Teaching and Learning Policy, making provision for pupils’ abilities and of learning styles. 8. The Role of the PSHCE subject leaders is to: Support colleagues in the planning and teaching of SRE and support staff to develop their skills in the assessment of SRE. Renew, update and oversee the audit of resources needed to deliver good SRE teaching. Monitor and evaluate the quality of Teaching and Learning in SRE. Develop assessment and record keeping ensuring progression and continuity. To create a subject Action Plan within the curriculum ensure its implementation and report to the headteacher and governors on its progress. To help develop and refine the school’s Scheme of Work for PSHCE with SRE featured within it. Keep abreast of developments in the teaching and learning of PSHCE / SRE. 9. Assessment and Reporting The assessment, recording and reporting of SRE will be carried out in line with the PSHCE and assessment policy. 10. Resources Teaching materials will include Power Point, leaflets and books. The ‘Living and Growing’ films will be used for menstruation teaching. Work in school will be supported by outside agencies such as Big Talk Education, the School Nurse and Child Line. Storage and organisation: All resources are available in the Meeting Room. 11. Health and Safety / Confidentiality This policy needs to be read alongside our Health and Safety Policy to ensure that lessons are delivered in a suitable manner. In accordance with the DfES ‘Sex and Relationship Guidance’ we will ensure that: All staff, pupils and parents / carers are aware of the school’s child protection procedures and how it works in practice In the event of any child protection issues arising, these procedures are followed
CHECK THE APPROPRIATE REASON(S) BELOW: ( ) New Registration ( ) Verification ( ) Address Change ( ) Employment Change ( ) SECTION A - OFFENDER INFORMATION 1. PA SID 2. SOCIAL SECURITY NUMBER - - 3. DATE OF BIRTH / / 4. FIRST NAME 5. MIDDLE NAME 6. LAST NAME 7. GENDER MALE FEMALE UNKNOWN 8. SUFFIX 9. DOES OFFENDER HAVE A MOBILE PHONE? YES NO 10. MOBILE PHONE - - 11. PHONE - - SECTION B - REGISTRATION INFORMATION SECTION C - PHYSICAL DESCRIPTION 14. DOES OFFENDER WEAR GLASSES? YES NO 15. HEIGHT Feet Inches 16. WEIGHT Lbs. 17. HAIR 18. EYE COLOR 19. RACE White Asian/Pacific Islander Unknown American Indian/Alaskan Native 20. ETHNICITY Hispanic Non-Hispanic Unknown 21. BIRTH STATE/TERRITORY 22. BIRTH COUNTRY SECTION D - IDENTIFIERS 23. HAVE PALM PRINTS BEEN TAKEN? YES NO 24. HAS DNA BEEN TAKEN? YES NO 25. PASSPORT NUMBER 26. INMATE NUMBER 27. IMMIGRATION (ALIEN) ID 28. IMMIGRATION STATUS 29. FBI NUMBER SECTION E - ALIASES 30. CURRENT ALIASES/NICKNAMES NAME LAST NAME If the is only one name, place an “X” in the “First Name” field and write the alias in the “Last Name” field. SECTION F - SCARS/MARKS/TATTOOS/MISSING BODY PARTS (AMPUTATIONS) 31. SCARS LOCATION DESCRIPTION 32. TATTOOS LOCATION DESCRIPTION 33. AMPUTATIONS LOCATION DESCRIPTION 34. MARKS DEFORMITIES MOLE SKIN DISCOLORATION UNKNOWN LOCATION DESCRIPTION ------------------------------------------------------------------------------------------------------ DEFORMITIES MOLE SKIN DISCOLORATION UNKNOWN LOCATION DESCRIPTION SECTION G - ADDRESS INFORMATION CORRECTIONAL FACILITY
Overview This is the session of Human Sexuality 101 being offered by The Autism Program at the University of Illinois Urbana-Champaign. This group is designed for six middle school girls and boys with ASD. The children in this group are bright and engaging but have little formal exposure to sexuality topics. Many of these activities could be adapted for groups of various sizes and ability levels. You will note that each item in the schedule is in bold during the activity portion of the curriculum. The activity section provides elaboration, instructions, and rational (in italics) for the methods used in this program. Any materials that are needed for activities that are unique to this session are in bold. This week, we have a series of activities geared toward teaching the students the anatomical for body parts involved in sexual reproduction. Activity Each group starts with presenting a visual schedule of activities for the day with the times omitted. The schedule provides structures and allows participants to anticipate activities. To warm up the for talking about body parts, we will start with body parts they know using a game called “Parts and Post-it Notes”. Using a giant piece of paper we have a body outline (it doesn’t need to be too detailed). Give each student several post it notes. Instruct them to right down body parts that they know – inside or outside parts- and then place them on the body outline. You should model this processes. Write “heart” on the post it note and then place it on the chest of the figure. It is okay if students use more casual language or put up sexual body parts. By starting out . Objectives Expose students to anatomically correct terms for body parts involved with human reproduction. Support students with expressing and managing emotions. Introduce the concept of privacy. Goals Participants will be able to correctly identify the name and function of at least 3 parts of the reproductive system. Participants will be able to express their emotions (either verbally or through writing) related to these terms. Students will be able to correctly identify places and people that are at two different levels of privacy. Schedule Schedule for the Day (2 Minutes)
Word list came in part from: Biology: The Dynamics of Life, McGraw-Hill Company, Inc., 2002, . Sex-Linked Disorder Definitions Sex-Linked Chromosomal Disorders April Jones, CDC’s 2004 Science Ambassador Program Sex linked traits -- traits that are controlled by genes located on the sex chromosomes. Chromosomes – cell structure that carries the genetic material that is copied and passed from one generation to the next. Autosome/autosomal – pairs of matching homologous chromosomes in somatic cells. Pedigree – graphic representation of genetic inheritance used to map genetic traits. Recessive – trait of an organism that can be masked by the dominant form of a trait. Dominant – observed of an organism that masks the recessive form of a trait. Gene – segment of DNA that controls the protein production and the cell cycle. X chromosome – one of the sex chromosomes Y chromosome – one of the sex chromosomes, responsible for determining the sex of a gamete. Sex chromosomes – in humans, the 23rd pair of chromosomes; determine the sex of an individual and sex-linked characteristics. Containing the X and Y chromosomes. Genotype -- combination of genes in an organism. Phenotype – outward appearance of an organism, regardless of it Heredity – passing on of characteristics from parents to offspring. Alleles – alternative forms of a gene for each variation of a trait of an organism. Traits – characteristic that is inherited; can be either dominant or recessive. Centromere – cell structure that joins two sister chromatids of a chromosome. Homozygous – paired chromosomes with genes for the same traits arranged in the same order. Heterozygous – two different alleles for a Genetic disorder – disorder related to the genes or chromosomes. Mutation – any change or random in a DNA sequence. Reference Biology: The Dynamics of Life, McGraw-Hill Company, Inc., 2002, .
to death from a small razor nick. What am I? Queen I am a famous queen who passed on the X-linked gene for hemophilia to my children in the royal family. Who am I? Muscular Dystrophy I cause progressive weakness and the degeneration of skeletal and voluntary muscles. I have many different types. What am I? Sex-Linked Gene I am a gene that is located on the X or Y chromosome. What am I?
Performance measures Key performance measure 1: Development and submission of a work plan Definition Submission and acceptance of an annual work plan outlining key performance indicators. The work plan must also set out key objectives, strategies, proposed deliverables and intended outcomes. Aim/objective To increase the capacity of sex workers to participate financially, by supporting them to gain access to training and alternative employment opportunities. Target Provided in Service Agreement Type of count Cumulative Counting rule Not applicable Monitoring frequency Quarterly and annually Data source(s) collection Progress reports Definition of terms Not applicable Data collection information Data collections comprise data management systems and data sets. Data collection name Data management system Data set Reporting cycle Quarterly reports Submission of quarterly report Submission of quarterly report on progress against key performance indicators Quarterly Annual report Submission of annual report Reports on annual progress against key performance indicators Annual To receive this publication in an accessible format, email <sacomms@dhhs.vic.gov.au> Authorised and published by the Victorian Government, 1 Treasury Place, Melbourne. © State of Victoria, Department of Health and Human Services, 1 July 2018. Where the term ‘Aboriginal’ is used it refers to both Aboriginal and Torres Strait Islander people. Indigenous is retained when it is part of the title of a report, program or quotation. ISSN 2207-8347 (online) Available on the department’s <http://providers.dhhs.vic.gov.au/human-services-activity-search>
It is well established that autism spectrum disorder (ASD) is more prevalent in males than females, with 1:42 boys and 1:189 girls meeting ASD criteria (Home, C.D.C., 2014). Despite this being a topic of great interest (see recent special issue in Molecular Autism, vol. 6), the mechanisms underlying sex differences in the prevalence of autism as well as in other childhood-onset psychiatric conditions are still poorly understood (Rutter, Caspi & Moffitt, 2003). In order to characterise sex differences in infant markers previously shown to predict emerging symptoms of autism, we take a developmental approach using a prospective sample of infants at high risk for ASD. The aim of the current paper is to assess whether sex differences are apparent in known early autism markers or in the relationships between early markers and later autistic traits. According to a prominent hypothesis - the differential liability model - boys are more susceptible than girls because they are subject to a greater number of boy-specific risk factors, or because girls benefit from specific protective factors. The nature of these factors remains unknown. Language has often been suggested as protective factor, since girls lead in language skills from early in development (e.g., Eriksson et al., 2012). However, evidence suggests that autistic girls with better language also have better cognitive and adaptive skills, which is not consistent with the idea of protection (e.g., Howe et al., 2015; Lai et al., 2011). Indirect evidence for girl-specific protective factors comes from studies showing that a higher load of genetic/phenotypic risk is needed for girls to eventually express autistic traits (Werling & Geschwind, 2013). For example, siblings of girls with autism show a higher incidence of autism than siblings of boys with autism (Werling & Geschwind, 2015, although see Pickles et al., 2000 and Messinger et al., 2015 for absence of evidence). Studies of phenotypic differences between males and females with autism may achieve the aim of identifying sex specific risk or protective mechanisms. One commonly
N = 31 N = 27 N = 30 N = 31 N = 31 High risk Overall Males Females 4.64 (4.47) N = 53 5.19 (5.72) N = 21 4.28 (3.48) N = 32 0.26 (0.10) N = 32 0.25 (0.12) N = 13 0.26 (0.08) N = 19 179.55 (152.91) N = 52 196.91 (203.30) N = 21 167.78 (108.81) N = 31 8.25 (5.34) N = 53 9.24 (5.42) N = 21 7.59 (5.26) N = 32 6.37 (7.12) N = 52 6.00 (5.33) N = 21 6.61 (8.20) N = 31 AOSI – Autism Observation Scale for Infants; GF – Gaze Following; Disengagement – Overlap – Baseline saccadic reaction time in Gap-overlap task; ADOS – Autism Diagnostic Observation Schedule total social communication score; SCQ – Social Communication Questionnaire.
Sew Deluxe Leg Form 4 part Features & Options 10 adjusting wheels and back length Adjustable neck with useful pin cushion Metal tripod stand with height adjustment and graduated hem measurements on central pole Shaped hip and thighs for pants/trouser fitting Off-set column to enable pants/trouser to hang straight Covered with nylon, foam backed fabric for easy pinning and marking of garment Calibrated pin grip for marking the hemline available in in two sizes MEASUREMENTS SIZE A B Bust ins: 33 - 41 cms: 84 – 104 ins: 39 - 46 cms: 99 – 117 Waist ins: 25.5 – 33.5 cms: 65 – 85 ins: 32 - 39 cms: 81 – 99 Hips ins: 36 - 44 cms: 91 – 111 ins: 41 - 49 cms: 104 – 124 Back length ins: 14.5 cms: 37 ins: 15 cms: 38 Height (max) ins: 74 cms: 188 ins: 75 cms: 190 Adjustoform Products Ltd, Units 1 & 2 Mace Lane Industrial Estate Ashford, Kent TN24 8EP, United Kingdom Tel: +44 (0)1233 625 227, Fax: +44 (0)1233 612 352 Email: Web: ***** 2 YEAR GUARANTEE ON FAULTY MATERIAL OR MANUFACTURE *****
Volunteers and employees suspected of abuse were allowed to leave citing bogus reasons such as business demands, "chronic brain dysfunction" and duties at a Shakespeare festival. The details are contained in the organization's confidential "perversion files," a blacklist of alleged molesters, that the Scouts have used internally since 1919. Scouts' lawyers around the country have been fighting in court to keep the files from public view. As The Times reported in August, Men expelled for alleged abuses slipped back into the program, only to be accused of molesting again. Now, a more extensive review has shown that Scouts sometimes abetted molesters by keeping allegations under wraps. In the majority of cases, the Scouts learned of alleged abuse after it had been reported to authorities. But in more than 500 instances, the Scouts learned about it from boys, parents, staff members or anonymous tips. In about 400 of those cases — 80% — there is no record of Scouting officials reporting the allegations to police. In more than 100 of the cases, officials actively sought to conceal the alleged abuse or allowed the suspects to hide it, The Times found. ….[Dunn cut rest for space reasons]
THE APPROPRIATE REASON(S) BELOW: New Registration Verification Address Change Employment Change Other SECTION A - OFFENDER INFORMATION 1. PA SID 2. SOCIAL SECURITY NUMBER - - 3. DATE OF BIRTH / / 4. FIRST NAME 5. MIDDLE NAME 6. LAST NAME 7. GENDER MALE FEMALE UNKNOWN 8. SUFFIX 9. DOES OFFENDER HAVE A MOBILE TELEPHONE? YES NO 10. MOBILE TELEPHONE - - 11. TELEPHONE - - SECTION B - REGISTRATION INFORMATION SECTION C - PHYSICAL DESCRIPTION 14. DOES OFFENDER WEAR GLASSES? YES NO 15. HEIGHT Feet Inches 16. WEIGHT Lbs. 17. HAIR COLOR 18. EYE COLOR 19. RACE White Asian/Pacific Islander Unknown Black American Indian/Alaskan Native 20. ETHNICITY Hispanic Non-Hispanic Unknown 21. BIRTH STATE/TERRITORY 22. BIRTH COUNTRY SECTION D - IDENTIFIERS 23. HAVE PALM PRINTS BEEN TAKEN? YES NO 24. HAS DNA BEEN TAKEN? YES NO 25. PASSPORT NUMBER 26. INMATE NUMBER 27. IMMIGRATION (ALIEN) ID 28. IMMIGRATION STATUS 29. FBI NUMBER SECTION E - ALIASES 30. CURRENT ALIASES/NICKNAMES FIRST NAME LAST NAME If the alias is only one name, place an “X” in the “First Name” field and write the alias in the “Last Name” field. SECTION F - SCARS/MARKS/TATTOOS/MISSING BODY PARTS (AMPUTATIONS) 31. SCARS LOCATION DESCRIPTION 32. TATTOOS LOCATION DESCRIPTION 33. AMPUTATIONS LOCATION DESCRIPTION 34. MARKS DEFORMITIES MOLE SKIN DISCOLORATION UNKNOWN LOCATION DESCRIPTION DEFORMITIES MOLE SKIN DISCOLORATION UNKNOWN LOCATION DESCRIPTION SECTION G - ADDRESS INFORMATION CORRECTIONAL FACILITY
care services by improving clinical outcomes, patient experience and equality of access to all sexual health services. Bolton Pharmaceutical Committee (LPC) Homepage: Latest news – including training opportunities: RUClear The Network supports various programmes across Greater Manchester with the Chlamydia Screening Programme managed by RU Clear being one of its most successful. Homepage: Resources & Downloads: Screening Guide GUM Fast Referral Form Order Forms MRI Labs Order Form Treatment Forms Form A Medication Information Sheets Medication Azithromycin Medication Doxycycline Medication Erythromycin Chlamydia screening information in other languages: Location Address Tel No: Opening Hours Lever Chambers Walk in Centre Lever Chambers 27 Ashburner Street Bolton BL1 1SQ 01204 390 771 Mon - Fri 08:30 - 21:00 Sat/Sun/bank holidays 8:30 am– 4.00 pm Bolton Centre for sexual and reproductive health ‘N’ Block Royal Bolton Hospital Minerva Road Bolton BL4 0JE 01204 390 771 Mon / Thur: 8.30am-6.30pm Tues: 8.30am-5.30pm Wed: 8.30am-4.30pm Frid: 8.30am-1.30pm The Parallel (General health 11-19 year olds) 9a Churchgate Bolton BL1 1HU 01204 462 444 Mon/Wed/Fri: 3.30 pm - 6.30pm Tuesday: 2.30 - 5pm Brook - Bolton College (term time only) Under 25s only Deane Road Campus Road Bolton BL3 5BG 0161 622 9848 Mon: 11.30 am – 2.15 pm Wed: 11.00 am – 2.45 pm Term time only – Bolton 6th Form College Deane Road Bolton BL3 5BU Tues & Fri: 11.30 am – 2.15 pm Term time only
Pads: Kotex or Blue Biscuit (tampons are not available but disposable pads are, but most people don't use them. It is common for woman to use scraps of old clothes or lappa, sometimes using new cloth every time, but many times reusing the same one.) Period: receiving / menstruating Motivation– True or False? Read the following true or statements about menstruation to the participants. They should close their eyes and do the following: hands on their head if the statement is true, hands on waist if the statement is false, one hand on the hip and one hand out if they don't know. One member of your group should monitor how many people answer true. The following are the statements: When you start to menstruate, you are also ready to start having sex and get pregnant. (False) It is normal to menstruate for more than 8 days during a cycle. (False) If you have gone three months without menstruating, you ARE pregnant. (False) If I see brown or black blood then I have an infection. (False) Women who are receiving are dirty. (False) Information – Normal or Not Normal? Facilitators should get out the female reproductive system poster and review the parts and where they are located on the female body. Say: We are going to start by reviewing how menstruation works.
Simple definition of Menstruation: Menstruation is a female's body's way of letting go excess tissue in the uterus because the is not pregnant. If a woman is pregnant the uterus will use the tissue to help develop a baby. Other Important Information about Menstruation: Menstruation only happens to females. Menstruation can as early as 10 years old and as late as 18 years old for most people. will menstruate once every 21 to 35 days, depending on their unique cycle length. will menstruate every month until they reach menopause in their 40s. Sometimes it takes years to regulate so you cannot use your cycle to determine when you can have sex and get pregnant Act it out: As facilitators you can act out the egg releasing from the ovaries and the 28 day cycle. Use the red sock as the egg and have one facilitator stand with their arms curled to look like the female reproductive system. Hands will be the ovaries, arms are the Fallopian tubes, chest is the uterus, hips are the cervix, and legs are the vaginal opening. The second facilitator will demonstrate how the egg travels from the ovaries and eventually dissolves in the uterus. Say: Every woman’s menstrual cycle is unique to them. Sometimes, we hear that our friend’s menstruation cycle is different from our own. There also so much incorrect information we hear from our friends, our family and it is important to know what is consider normal and when we need to go to the clinic. Review both lists of what is normal and what is abnormal, stressing that something is not normal for them, they should go to the clinic. The key message is every woman is different and how we menstruate is can be different. It is important for them to be aware of what is normal for themselves so if they experience something abnormal, they can get treatment. Explain the normal and abnormal menstrual symptoms presented verbally or on a flip chart: Normal Abnormal
MENU Size and type Meter Type Description Price 15mm Standard meter QN 1.5 METER CLASS D V210 WITH MODULE £129.74 POA Standard meter Brass QN 1.5 METER CLASS D V210 WITHOUT MODULE £106.10 POA Standard meter Polymer QN 1.5 METER CLASS D V210 WITHOUT MODULE £103.90 POA Standard meter Hybrid Polymer QN 1.5 CLASS D V210 £129.19 POA Non- standard meter In-Line Brass VOLUMETRIC METER V200 QN 1.0 - 1.5 CLASS D WITH MODULE POA Non- standard In-Line Brass VOLUMETRIC V200 QN 1.0 - 1.5 CLASS D WITHOUT MODULE POA Non- standard meter In-Line Hybrid Brass VOLUMETRIC METER V200 QN 1.0 - 1.5 CLASS D POA Non- standard In-Line Polymer VOLUMETRIC METER V200 QN 1.0 - 1.5 CLASS D WITH MODULE POA Non- standard meter In-Line Polymer VOLUMETRIC V200 QN 1.0 - 1.5 CLASS D WITHOUT MODULE POA Non- standard meter In-Line Hybrid Polymer VOLUMETRIC V200 QN 1.0 - 1.5 CLASS D POA 20mm Standard meter Brass QN 2.5 METER CLASS D V210 WITH MODULE £142.92 POA
Standard meter Brass QN 2.5 METER CLASS D V210 WITHOUT MODULE £118.00 POA Non- standard meter In-Line VOLUMETRIC METER V200 QN 2.5 CLASS D WITH MODULE POA Non- standard meter In-Line Brass VOLUMETRIC METER V200 QN 2.5 CLASS D WITHOUT MODULE POA 25mm Standard meter Brass QN 3.5 METER CLASS D V210 WITH MODULE £171.17 POA Standard meter Brass QN 3.5 METER CLASS D V210 WITHOUT MODULE £145.98 POA Non- standard meter In-Line Brass VOLUMETRIC METER V200 QN 3.5 CLASS C WITH MODULE POA Non- standard meter In-Line Brass VOLUMETRIC METER V200 QN 3.5 CLASS C WITHOUT MODULE POA 30mm Non- standard meter In-Line Brass VOLUMETRIC METER V200 QN 6 CLASS C WITH MODULE POA Non- standard meter In-Line Brass VOLUMETRIC METER V200 QN 6 CLASS C WITHOUT MODULE POA 40mm Non- standard meter In-Line Brass VOLUMETRIC METER V100 QN 10 CLASS C WITH MODULE POA Non- standard In-Line Brass VOLUMETRIC METER V200 QN 10 CLASS C WITH MODULE POA Non- In-Line VOLUMETRIC METER V200 QN 10 POA
standard Flanged WITHOUT MODULE Non- standard meter In-Line Flanged S2000 SINGLE JET QN 30 CLASS C WITH MODULE POA Non- standard In-Line Flanged S2000 SINGLE JET QN 30 CLASS C WITHOUT MODULE POA 80mm/ 20mm Non- standard meter In-Line Flanged COMBINATION QN 120 CLASS B/C WITH MODULE POA Non- standard meter In-Line Flanged C4000 COMBINATION QN 120 CLASS B/C WITHOUT MODULE POA 100mm Non- standard meter In-Line Flanged H4000 WOLTMANN QN 60 CLASS B WITH MODULE POA Non- standard In-Line Flanged H4000 WOLTMANN QN 60 CLASS B WITHOUT MODULE POA Non- standard meter In-Line Flanged S2000 SINGLE JET QN 50 CLASS C WITH MODULE POA Non- standard meter In-Line Flanged S2000 SINGLE JET QN 50 CLASS C WITHOUT MODULE POA 20mm Non- standard In-Line C4000 COMBINATION QN 180 CLASS POA
300mm Non- standard In-Line Flanged H4000 WOLTMANN QN 600 CLASS B WITH MODULE POA Non- standard meter In-Line Flanged H4000 WOLTMANN QN 600 CLASS B WITHOUT MODULE POA
Monday 9th July 2018. Tuesday 10th July 2018. 08.45 Registration and coffee 09.00 Management of female sexual dysfunction Helen Thrussell 08.55 Welcome Who are you? – Ice breaker Michelle Donald / Sarah Standish 09.30 Contraceptive options and menstruation after SCI and managing the practicalities Debbie Bragg 09.15 Pathophysiology – what changes SCI Dr Chinnaya Rajan 10.45 Coffee break 10.00 What is sexuality? Thinking about your own values and the impact on your work. Michelle Donald 11.00 PLISSIT – A working model for staff, MDTs & pathways case examples, scenarios and discussions Michelle Donald 10.30 Coffee break 12.00 The SCI woman and pregnancy – a therapy perspective Helen Thrussell 10.45 Management of male sexual dysfunction Emil Moga 12.15 Question and answer session 11.15 What inhibits us from asking/talking about sex? Working with a difference. Michelle Donald 12.30 Lunch 12.00 Male fertility Emil Moga 13.30 Body image and self esteem Dr Kevin Jones 12.30 14.00 Parenting and practical support Hannah Proctor / Helen Thrussell 13.15 Thinking about different abilities and positioning Hannah Proctor 15.00 Parents in chairs – users stories 13.45 What the Partner? 16.15 Questions & feedback forms 14.30 Knowing your boundaries Sarah Standish 16.30 CLOSE 15.00 Fertility and the SCI woman and pregnancy Miss Avanti Patil
If yes: Your first name ____________________ Your phone number ________________ Best time to contact (daytime, evenings, weekends?) _________________ Should you wish to discuss anything in this questionnaire further, please contact Laura Shephard or Lynsay Evans Appendix 4
Reus ‘Sexually Penetrates Another Person’ Sexual penetration extends beyond vaginal penetration by a penis, and does not require the emission of semen: The definition of ‘vagina’ is similarly inclusive: Ibbs v R – On the facts, the sentence was ‘manifestly excessive’ because here the factual scenario was not of the most heinous kind Failing to withdraw when asked is less serious than if no consent was given from the outset ‘Without That Person’s Consent’ Section 36 sets out the statutory definition of consent. It may be contrasted with the previous common law definition, ‘against her will’. Today, consent is defined negatively: R v Papadimitropoulos
COMMUNITY NOTIFICATION 3 SEX OFFENDER ALERT The Gila County Sheriff’s Office is releasing the following information pursuant to A.R.S. § 13-3825, the Community Notification on Sex Offenders Law. The offender in this notice has indicated that he will be living in Miami, Arizona. Notification must be made when certain sex offenders are released from The Arizona State Prison, accepted under an interstate compact, released from The County Jail, or moves into an area from another jurisdiction. The individual who appears on this notification has been convicted of a sex offense that allows for community notification. He is not wanted by the Gila County Sheriff’s Office or any other agency at this time. This notification is not intended to increase fear; rather, it is our belief that an informed community is a safer community. Citizen abuse of this information to harass, intimidate, or threaten sex offenders will not be tolerated. You may contact a Gila County Sheriff’s Office Sex Offender Registration Deputy to have any questions you have answered. You may also contact him to help you join or start a neighborhood watch program. If you have any information regarding current criminal activity on this or any other offender, please call (928) 474-2208 or (928) 425-4449 or dial . NAME: Donald Eugene Shores II born 1947 M/W 5’10” 235 lbs. gray hair blue eyes ADDRESS: 5644 Miami Gardens Dr. Vehicle: NONE Miami, AZ Synopsis: On 09-16-76 the 29 year old offender molested the 6 year old female victim, his landlords daughter. The offender licked victim’s breasts and vagina. He made the victim lick his penis and masturbate him and made her sit naked on him moving her up and down rubbing his penis on her. During the investigation it was learned that he molested his 14 and 10 year old step-sons. He made the younger victim perform oral sex on him and he did the same to the victim and forced him to submit to anal sex. The 14 year old refused to comply. He would masturbate in front of them. The offender was arrested, convicted, and sentenced to 25 years in Arizona State Prison. September 6, 2012
7:00pm, Tues., Feb. 13, 2018 SEYCOVE CONCERT BANDS IN CONCERT $10/$5 Blue Shore Centre for The Performing Arts at Capilano University All Concert Bands 7:00pm, Fri., Feb. 16, 2018 FEBRUARY BLUES; SEYCOVE JAZZ ENSEMBLES IN CONCERT Cost TBA Seycove Cafeteria All Jazz Ensembles March 7:00 PM, Thurs., Mar 1, 2018 SEYCOVE CHOIRS SPRING CONCERT Cost TBA Highlands United Church All Concert and Chamber Choirs Fri., Mar. 2, 2018 Term Two Ends Mon., Mar 26, 2018 Asahikawa Japanese Band Arrives Seycove Secondary April Sun., Apr 1, 2018 Joint Concert with Asahikawa Band Centennial Senior Concert Band Thurs., Apr 12 to Sun., Apr 15, 2018 Canadian Rocky Mountain Festival Banff, AB All participating Choir and Band students Thurs., Apr 19 to Sun., Apr 22, 2018 Con Brio Music Festival Whistler, BC All participating and Band students May Mon., May 1, 2018, All Day Music Monday; A Nation-Wide Celebration of Music Education Location TBA Ensembles TBA June 6:00 PM, Sat., June 2, 2018 CABARET NIGHT; Dinner, Dance & Silent Auction Ticket price TBA Seycove Secondary All jazz ensembles and selected soloists and combos. 7:00 PM, Fri., June 8, 2018 SEYCOVE CHOIRS YEAR-END CONCERT AND AWARDS Cost TBA Highlands United Church All Concert and Chamber Choirs 7:00 PM, Tues., June 12, 2018 SEYCOVE CONCERT BANDS IN CONCERT AND AWARDS Cost TBA Blue Centre for The Performing Arts at Capilano University All Concert Bands 7:00 PM, Wed., June 13, 2018 NIGHT OF RECOGNITION (Awards) Seycove Gym Senior Jazz Band 7:00 PM, Fri, June 15, 2018 VALEDICTORY CEREMONY (Graduation) Seycove Gym Senior Chamber Choir 7:00 PM, Thurs., Jun. 28, 2018 Seycove Graduating Students and Alumni in Concert $5 Mount Seymour United Church Graduating students and alumni TBA Term Three Ends.