zilongwang/ReadingBank huggingface dataset:
Outcome 6 Outcome 1 I need to take to achieve this outcome SUCCESS CRITERIA What will success look like? How will we measure this? When will we measure this? Who will measure this? ACTIONS REQUIRED RESOURCES REQUIRED (Itemised in sections FG and H) What will the interventions be? Who will do them? How often will they happen? What is needed to support the interventions? Where is this coming from? *Duplicate as required (Year 9 and above only) Preparing for Adulthood, Employment, Independent Living and Participation What education or training am I currently What support do I want/I need to complete this? What are my aspirations for when I finish my education and/or training and what do I need to help me achieve this? What help and advice do I need in preparing for adulthood, such as housing benefits, supported employment, advocacy, health support, benefits etc?
Preparing for Adulthood Do I think I need support into adulthood from Adult Social Care or Health? YES NO If Yes, what support do I think I need? Section I – Educational Placement Placement Is person likely to remain at their current setting, school or college until the next Annual Review? YES NO If No, please name the proposed setting, school or college and the date of expected transfer Name: Date of Expected Transfer: Section J – Personal Budget Personal Budget Is a personal budget requested? YES NO If Yes, how will it be spent?
Use brief but descriptive titles For example: Incorrect Neon Mint Pyrite Necklace Runner Inspired Color Block Periwinkle Blue Ivory Eclectic Fashion Statement Piece Tribal Chic Correct - Blue seed bead necklace Ensure that you create high quality content without any spelling mistakes and easy to read text It is important to use keywords throughout your content. A keyword is a significant word or phrase relevant to the content of your website. Include these naturally in the body of your text. Keyword research means finding the commonly used words and phrases that your customers use. Recognise common keyword research tools: Google instant and Google Adwords Keyword Planner. Google Instant: You will start seeing search results as soon as you start typing. You'll also be shown a range of possible queries in grey to refine your options, all before you hit the ‘search’ button. Google AdWords Keyword Planner: Keyword Planner is a free AdWords tool that helps you build search network campaigns by finding keyword ideas and estimating how they may perform. Consider related keywords: To generate even more traffic for keywords use keywords that are similar to the ones you use in your content. The best way of finding these keywords is by searching for something in Google, scrolling to the bottom of the page, and looking at the ‘searches related to’ keywords For further information the guidelines we follow are .
Exhibit Category *SEOUL FOOD&HOTEL / SEOUL FOODTECH / SEOUL FOODPACK / SEOUL HORECATECH Company: Address: Country: Contact Person: Job Title: Telephone / Fax: E-mail: Website: Products/Services: *Information provided will appear in official SEOUL FOOD publications. Please make sure to fill out all fields with exact company information. Stand Type Size Unit Cost Amount (USD) Space Only (min. 18 m²) (m x m) @ $370 / m² Walk On Stand (min. 9 m²) (m x m) @ $440 / m² Premium (min. 18m²) (m x m) @ $470 / m² * Premium Stand is only available for SEOUL FOOD & HOTEL Pavilion. Total Amount (USD) Signature : • 50% deposit due after early-bird registration Period. • Complete payment due by February 28, 2018. Bank Transfer in US$ only: KOTRA (Korea Trade-Investment Promotion Agency) Beneficiary: Korea Trade-Investment Promotion Agency Account No: 436-JSD-100024-3 Bank: Korea Exchange Bank, Yangjaenam Branch Swift Code: KOEXKRSE Address: 13, Heolleungno, Seocho-gu, Seoul, 137-749, Korea Tel: +82-2-3460-7266 Fax: +82-2-3460-7918 Email: 909304@kotra.or.kr Exhibition title and invoice number must be stated upon bank transfer. all inquiries to the above address. To secure space assignment, a deposit equaling at least 50% of the total cost of exhibit space or stand must accompany this
ASCENDENTE 0.00 213.73 0.00 213.73 AUCLAIR WINERY 0.00 295.91 0.00 295.91 AVENNIA 0.00 1,832.02 0.00 1,832.02 BAD APPLE JACKED CIDER 117.35 0.00 0.00 117.35 BADGER MOUNTAIN VINEYARDS 0.00 19,853.99 0.00 19,853.99 BAER WINERY 0.00 -20.25 0.00 -20.25 BALBOA WINERY 0.00 -0.75 0.00 -0.75 BARILI CELLARS 0.00 246.02 1.89 247.91 BARNARD GRIFFIN 0.00 23,031.17 804.75 23,835.92 BARONS 0.00 -18.72 0.00 -18.72 BARRAGE CELLARS 0.00 312.94 0.00 312.94 BARRISTER WINERY 0.00 2,748.95 0.00 2,748.95 BARTHOLOMEW WINERY 0.00 1,722.11 6.51 1,728.62 BASALT CELLARS 0.00 716.55 8.63 725.18 BASEL CELLARS 0.00 3,561.97 0.00 3,561.97 BATEAUX 0.00 242.08 0.00 242.08 BEAUMONT CELLARS 0.00 3,451.45 0.00 3,451.45 BENSON VINEYARDS 0.00 6,594.24 53.00 6,647.23 BERGEVIN LANE VINEYARDS 0.00 8,735.24 0.00 8,735.24 BERTELSEN WINERY 0.00 272.55 0.00 272.55 BETHANY VINEYARD & WINERY 0.00 1,903.89 0.00 1,903.89 BETZ FAMILY WINERY 0.00 4,029.03 0.00 4,029.03 BLACK HERON SPIRITS 0.00 2,218.65 0.00 2,218.65 BLOOMS WINERY 0.00 855.13 13.51 868.64 BLUE MOUNTAIN CELLARS 0.00 60.76 0.00 60.76 BONAIR WINERY 0.00 2,766.58 141.05 2,907.63
THREE OF CUPS 0.00 115.19 0.00 115.19 RIVERS WINERY 0.00 6,516.07 0.00 6,516.07 THURSTON WOLFE 0.00 3,322.88 78.36 3,401.24 TIETON CIDER WORKS 17,591.80 34.49 13.51 17,639.80 TILDIO WINERY 0.00 1,790.21 0.00 1,790.21 TOWNSHEND CELLAR 0.00 9,306.73 6,318.96 15,625.69 TREVERI CELLARS 0.00 -234.00 0.00 -234.00 TRICYCLE CELLARS 62.46 -23.16 0.00 39.30 TRILLIUM CREEK WINERY 0.00 106.75 0.00 106.75 TROUVAILLE WINERY 0.00 46.49 0.00 46.49 CELLARS 0.00 1,203.76 0.00 1,203.76 TSILLAN CELLARS 0.00 9,015.78 0.00 9,015.78 TUCKER CELLARS 0.00 108.00 0.00 108.00 TULPEN CELLARS 0.00 839.46 0.00 839.46 TWENTY TWO CELLARS 0.00 170.99 0.00 170.99 WASHINGTON STATE LIQUOR AND CANNABIS BOARD OLYMPIA, WA 98504 NET WINE SALES TO IMPORTERS & DISTRIBUTORS IN THE OF WASHINGTON FOR THE MONTH OF SEPTEMBER 2016 STATED IN LITERS In State Winery Trade Name cider liters 14% & Under Over 14% Total liters TWO MOUNTAIN WINERY 0.00 -17.25 0.00 -17.25 VA PIANO VINEYARDS 0.00 7,490.66 0.00 7,490.66 VARTANYAN ESTATE WINERY 0.00 365.98 0.00 365.98 VASHON WINERY 20.37 263.81 0.00 284.17 VENTIMIGLIA CELLARS 0.00 83.28 0.00 83.28
Pipeline and Hazardous Materials Safety Administration 105. Popular Title: Gas Transmission (RRR) RIN 2137-AE72 Stage: NPRM Previous Stage: ANPRM 8/25/2011; End of C/P 12/02/2011; End of Extended C/P 1/20/2012 : End of Reopened Comment Period ;Publication Approved ;Publication Date ;End of Comment Period . Abstract: In this rulemaking, will be revisiting the requirements in the Pipeline Safety Regulations addressing integrity management principles for Gas Transmission pipelines. In particular, PHMSA will be reviewing the definition of an HCA ( including the concept of a potential impact radius), the repair criteria for both HCA and non-HCA areas, requiring the use of automatic and remote controlled shut off valves, valve spacing, and whether applying the integrity management program requirements to additional areas would mitigate the need for class location requirements. Effects: Prompting action: 2011 Retrospective Regulatory Review Rulemaking Project Initiated: 01/04/2011 Docket Number: PHMSA-2011-0023 Dates for NPRM: Federal Register Citation for NPRM: None
answers to the questions would be empirically testable by scientists. III. Defining problems 1. Identifying the problem to be solved a. Students’ analyses include: i. A description of the challenge with a rationale for why it is a major global challenge; ii. A qualitative and quantitative description of the extent and depth of the problem and its major consequences to society and/or the natural world on both global and local scales if it remains unsolved; and iii. Documented background research on the problem from two or more sources, including research journals. 2. Defining the process or system boundaries, and the components of the process or system a. Students’ analyses include identification of the physical system in which the problem is embedded, including the major elements and relationships in the system and boundaries so as to clarify what is and is not part of the problem. b. Students’ analyses include a description of societal needs and wants that are relative to the problem (e.g., for controlling CO2 emissions, societal include the need for cheap energy). 3. Defining the criteria and constraints a. Students specify the qualitative and quantitative criteria and constraints for acceptable solutions to the problem. Developing and Using Models I. Using either a developed or given model to do the following: 1. Components of the model a. Students define and clearly label all of the essential variables or factors (components) within the system being modeled. b. When appropriate, students describe the boundaries and limitations of the model. 2. Relationships a. Students describe the relationships among the components of the model. 3. Connections a. Students connect the to causal phenomena or scientific theories that students then describe or predict, using logical reasoning. II. Developing a Model: Students develop a model with all of the attributes above Planning and Carrying Out Investigations 1. Identifying the phenomenon to be investigated a. Students describe the phenomenon investigation, question to be answered, or design solution to be tested. 2. Identifying the evidence to answer this question a. Students develop a plan for the investigation that includes a description of the evidence to be collected. b. Students describe how the evidence will be relevant to determining the answer. 3. Planning for the investigation a. Students include in the investigation plan a means to indicate, collect, or measure the data, including the variables to be tested or controlled.
The Coordinator will communicate regularly with you to ensure that you understand your role and that you are supported to complete your role. Volunteer meetings will occur on an annual basis which will provide information and support. The organisation will also provide training days throughout the year which will provide education and information about specific topics. If you have a concern regarding your role, the Coordinator will meet with you to discuss this. Volunteers who breach the Code of Conduct or who are unable to complete their duties may be asked to leave the service (at the discretion of the Manager combined with the Management Committee). Volunteer Board of Management Drivers for the Frozen Food Service Delivery Food Handler General Maintenance Labelling Team Meal Delivery Pet Support Program Reimbursement If you deliver meals to clients at home, you may be reimbursed for the cost of fuel. Please speak with the Coordinator regarding this. ANIMALS & FUEL CONTAINERS ARE NOT TO BE CARRIED IN THE CAR AT THE TIME OF DELIVERY General Information Run Folders: Each Folder contains: Run Sheet Map Confidentiality Reminder Emergency Procedures Food Safety Information and Meal Reheat Information Calling Cards Message Pad Driving Procedures Adverse Event and Maintenance Hazard Request Forms Meal Delivery Procedure Arrive at the Bathurst on Wheels at Watt Drive @ 10.50am.
HARDDRIVE XL PLAYLIST-WEEK OF SEP 24-28, 2018 XL BADFLOWER “Ghost” BAD WOLVES “Hear Me Now” ft. DIAMANTE BREAKING BENJAMIN “Torn in Two” DISTURBED “Are You Ready” GRETA VAN FLEET “When the Curtain Falls” NOTHING MORE “Just Say When” THREE DAYS GRACE “Infra-Red” MED 10 YEARS “Burnout” ASKING ALEXANDRIA “Alone In A Room” BRING ME THE HORIZON “Mantra” IN THIS MOMENT Wedding” SHINEDOWN “Get Up” SLASH ft. MYLES KENNEDY & THE CONSPIRATORS “Driving Rain” THRICE “The Grey” SM ADELITAS WAY “Still Hungry” ALICE IN CHAINS “Never Fade” BEARTOOTH “Disease” BULLET FOR MY VALENTINE “Letting You Go” - ADD DEAD GIRLS ACADEMY “No Way Out” FOZZY “Burn Me Out” JONATHAN DAVIS “Basic Needs” NONPOINT and Earthquakes” SHIM “Hallelujah” THE GLORIOUS SONS “S.O.S.” UNDEROATH “ihateit” - ADD SMASH OR CRASH: DEVOUR THE DAY “The Censor” vs. MONSTER TRUCK “Evolution”
manual wheelchair self propels non propellor power wheelchair crutches/cane other (eg. crawls.) Hand Use (dominance & function): right hand age appropriate left hand impaired/delayed both not functional Comment:: Please rate student use with the following B = beginner SP = some proficiency P = proficient NA = not applicable B SP P NA B SP P NA B SP P NA regular keyboard regular mouse joystick trackball regular pencil adapted pencil grip alternate keyboard (specify type) head pointer hand switch head switch switches alternate Physical needs: scribing extended time reduced workload writing samples attached 2.3. Vision No Concerns Visual Impairment: low vision totally blind visual field restrictions cortical visual impairment colour vision deficit progressive Acuity right eye left eye both eyes Reading Medium: Braille large print (lp) lp with speech support auditory only large print (preferred font size) Braille: uncontracted contracted Student Ability: typing speed Optical Aids Used low vision clinic (include report) preferred magnification 2.4. Communication No Concerns Speech/Language: speaking articulation difficulties language difficulties non-speaking: communicates by (explain briefly below) sign language gesturing/pointing communication Picture Exchange Communication System simple speech output device (Big Mac) dedicated output communication device other (specify) What is the student’s primary mode of communication? 2.5. Social / Behavioural No Concerns Please Describe: peer interaction time on task / attention span work productivity impulsivity safety issues no concerns 2.6. Access to Curriculum (student snapshot) What barriers prevent this student from meeting reasonable educational goals? What non-technical and / or technical strategies have been investigated or put in place to overcome the barrier(s)? Please indicate and comment on the student’s willingness to use technology and on his / her technology preference.
Monday Tuesday Wednesday Thursday Friday Saturday Heathfield Play 3:30pm - 5:30pm Heathfield Community Centre. Play Activity £0.50p 5 (year 1) 13 Years Come and stimulating play experiences, where you can explore, learn and have fun! Come and get involved in Arts/ Crafts, Active Play, Outdoor Activities games and sports. Bulwell Riverside Play 3:30pm - 5:30pm Bulwell Riverside Play Activity £0.50p 5 (year 1) 13 Years Come and enjoy stimulating play experiences, where you can explore, learn and have fun! Come and get involved in Arts/ Crafts, Active Play, Outdoor Activities games and sports. United Reformed Church Play 3:30pm - 5:30pm Bulwell United Reformed Church (Side entrance on Broomhill Rd, Nottingham NG6 9GJ) Play Activity £0.50p 5 (year 1) 13 Years Come and enjoy stimulating play experiences, where you can explore, learn and have fun! Come and get involved in Arts/ Crafts, Active Play, Outdoor Activities games and sports. Bulwell Riverside Play 12:00am - 2:00pm Bulwell Riverside Play Activity £0.50p 5 (year 1) 13 Years Come and enjoy stimulating play experiences, where you can explore, learn and have fun! Come and get involved in Arts/ Crafts, Active Play, Outdoor Activities games and sports
CSO Minutes 25 September 2017 Call to order McNaughton @ 8:00 Roll Call Pacella Miller McDonald Algyer McNaughton Singlmann Walvatne Appointments North Dakota State University National Organization of Minority Architects Ulysses Silbo: National org that is comprised of students and professionals all over the US. This would be the first chapter at NDSU and is aimed to make diversity visible in this field. Miller: What does a typical meeting look like? Cabinet meetings and full body meetings once a month. This would serve as a way to bring people together in the Artech community as well as the professional world epically in diversity. Also working to brain storm events because they are a new organization as well as projects. Walvatne: how many members? 6 officers, hopefully up to 12 members McDonald: what is the pool of members you can draw from Anyone in the architecture program Miller: Plans for recruiting Collaborate on events with other organizations in this field that have traditions and infrastructure. McNaughton: Plans for events? Inctober: using social media to promote architecture and drawing. At the end of the week pick winners. TSD does a firm crawl and are planning to join them and have a social after. Portfolio reviews Discussion: Miller: is there architecture societies already Pacella: American institute of architecture students Wally: American society of landscape architecture McNaughton: this is to promote diversity and firms not academics. But its only open to architecture students so it is selective. Mills: Need date and anti-hazing in constitution. See no reason not to give them a tier 3 status. Pac: Sees a similarity to other orgs, and would reduce sustainability. McDonald: People cross over in clubs in their colleges all the time and arch only has three in there.
Pooling Administration (PA) and Routing Number Administrator (RNA) Activity Report August 2015 through July 2016 PA Activity Summary Data ACTIVITY AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUN JUL Total applications (Part 3s) processed 8,068 9,977 8,524 7,604 9,291 6,922 12,323 15,097 9,371 9,614 10,767 8,067 # of applications not processed in 7 calendar days 0 0 0 0 0 0 1 0 0 0 0 0 # of block assignments made 4,380 4,830 4,034 3,993 4,671 4,112 6,700 9,105 4,443 3,944 4,583 4,450 # of change requests to existing blocks 906 2,159 1,860 1,129 1,172 542 2,148 2,215 1,929 2,322 3,345 1,194 # of requests to cancel 75 125 82 73 177 36 218 109 161 82 275 54 # of block disconnect requests 768 788 889 773 1,235 708 1,221 1,045 1,021 1,076 872 815 # of block requests denied 569 423 227 227 317 273 280 729 295 293 292 257 # of blocks reclaimed 1 1 0 1 0 0 1 0 0 0 0 0 # of block reservation requests 1 5 1 0 9 1 8 3 7 0 1 3 P-ANI Summary Data ACTIVITY AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUN JUL Total Applications Processed (Part 3s Issued) 358 12,278 383 14,111 911 518 340 607 437 365 298 141
02/01/16 – 02/29/16 100 0 03/01/16 – 03/31/16 99.98 1 04/01/16 – 04/30/16 100 0 05/01/16 – 05/31/16 100 0 06/01/16 – 06/30/16 100 0 07/10/16 – 07/31/16 100 0 Description of PAS Unscheduled Down Time: October14, 2015: an unscheduled PAS outage during network maintenance at 3:02 pm EDT lasted for 18 minutes. We were not notified by any customers that they could not access the system. 12, 2016: an unscheduled PAS outage during network maintenance at 7:53 am EDT lasted for 17 minutes. We were not notified by any customers that they could not access the system. Routing Number Administration System (RNAS) Performance Reporting Period Percent Scheduled Availability Instances of Unscheduled Unavailability 08/01/15 – 08/31/15 100 0 09/01/15 – 09/30/15 100 0 10/01/15 – 10/31/15 100 0 11/01/15 – 11/30/15 100 0 12/01/15 – 12/31/15 100 0 01/01/16 – 01/31/16 100 0 02/01/16 – 02/29/16 100 0 03/01/16 – 03/31/16 100 0 04/01/16 – 04/30/16 100 0
California Department of Education Executive Office SBE-006 (REV. 1/2018) Child Specific NPA or NPS Certification California State Board of Education September 2018 Agenda Item #W-11 Subject Request by Chico Unified School District to waive California Education Code Section 56366.1(a), the requirement for state certification to allow the uncertified out-of-state nonpublic school, White River Academy located in Delta, Utah, to provide services to one student with disabilities. Waiver Number 20-5-2018 Type of Action Action, Consent Summary of the Issue(s) The Chico Unified School District (CUSD) contacted six out-of-state certified schools (NPSs) having residential treatment facilities to offer a free appropriate public education (FAPE) to a student diagnosed with emotional disturbance (ED) and pediatric autoimmune neuropsychiatric disorders associated with streptococcal infections (PANDAS). Of these six NPSs, five denied admission to their program due to concerns about their ability to accommodate a student diagnosed with PANDAS, and one did not have a placement available to meet the timing constraints of the student’s placement. The White River Academy (WRA), a non-certified nonpublic school/ residential treatment center (RTC) located in Delta, Utah accepted the student into their program, and the individualized educational program (IEP) team agreed the WRA is able to meet the student’s comprehensive, unique needs. The CUSD requests to waive California Education Code Section 56366(d), the requirement for state certification, to allow the use of California’s state and federal special education funds for the placement of this student at WRA. nonsectarian
Attachment 1: Summary California Education Code Section 56366(d) Waiver Number District Period of Request District’s Request CDE Recommended Local Board and Public Hearing Approval Penalty Without Waiver Previous Waivers 20-5-2018 Chico Unified School District (CUSD) Requested: April 3, 2018, to June 30, 2019 Recommended: April 3, 2018, to June 30, 2019 To waive school (NPS) certification to allow CUSD to use state and federal special education funds for the placement of a student in an uncertified NPS/ residential treatment center Approval with conditions for the period requested April 4, 2018 The CUSD may not use state and federal special education funds for the placement of the student at the uncertified out-of-state NPS None Created by California Department of Education June 2018 nonsectarian
Attachment 1: Summary Table California Education Code Section 56101 Waiver Number School District, School Name of Teachers, Agrees to Excess Caseload? Over Statutory Caseload for More Than Two Years? Previous Aide Time (prior to increased caseload), Current Aide Time (with increased caseload) Period of Request Local Board Approval Date Bargaining Unit, Representative, Consulted, Date, and Position 2-5-2018 Tehama County Office of Education, Tehama eLearning Academy and Lincoln Street Independent Karen Reno Yes No Previous: 6 hours per day Current: 6 hours per day (The SED contacted TCOE about the daily aide time as they indicated 18 hours per week on the waiver submission.) Requested March 1, 2018, to June 1, 2018 Recommended March 1, 2018, to June 1, 2018 12, 2018 Tehama County Certificated Employees Organization, David Torgersrud Unit President 5/24/2018 Support (SED obtained the bargaining unit information from the TCOE.)
12-5-2018 Waterford Unified School District, Richard Moon Primary Mark Partin Yes No Previous: 5.75 per day Current: 11.5 per day Requested February 9, 2018, to May 25, 2018 Recommended February 9, 2018, to May 25, 2018 May 10, 2018 Waterford Teachers Association, Michael Dehn Chief Negotiator 3/9/2018 Support Created by California Department of Education June 2018
Rule 10 Explain the spelling of forgot+en. Forgot is a 2 syllable word with the accent on the 2nd syllable. The second syllable has 1 vowel o followed by 1 consonant t. Write another t before adding the suffix en that begins with a vowel. The correct spelling is forgotten. Rule 11 Explain the spelling of fierce + est. Fierce ends with a silent final e. Write fierce without the e when adding the suffix est that begins with a vowel. The correct spelling is fiercest. Rule 19 Explain the pronunciation of find. When the vowel i is followed by 2 consonants n and d, the vowel i may say its second sound. The correct pronunciation is find. Rule 21 Explain the spelling of all + most. All, written has two l’s. Write all with 1 l when adding it to the word most. The correct spelling is almost. Rule 22 Explain the spelling of wonder + full. Full, written alone, has two l’s. Write full with 1 l when adding it to a word wonder. The correct spelling is wonderful.
Rule 22 Explain the spelling of un + till. Till, written alone, has two l’s. Write till with 1 l when adding it to another syllable un. The correct spelling is until. Rule 24 Explain the spelling of carry + ed. Carry ends with a consonant + y. Write carry with i instead of y and add the suffix ed. The correct spelling is carried. Rule 29 Explain the spelling and pronunciation of manner. When spelling manner, pronounce both n’s. When reading manner for reading, pronounce the word in normal speech.
APPENDIX III – Comparison of Use of “Health Concern” Concept Concept HL7 Health Concern DAM HL7 C-CDA R2 Health Concern Definition A Health Concern is a health related matter that is of interest, importance or worry to someone. This may be the patient, the patient's family or a patient's health care provider. Note – is a Health Concern Section containing a Health Concern Act – The Health Concern is a wrapper for a single health concern which may be derived from a variety of sources within an EHR (such as Problem List, Family History, Social History, Social Worker Note, etc.). ISO Contsys defines “Health Issue” (synonym: “health concern”) (Section 6.1.3 )as: health issue which defines and labels associations between specific health issue included with this obscure definition are additional notes: NOTE 3 In standards the concept of ―concern‖ is used. A concern is said to have a focus of attention. The concept ― “interest” in this standard is equivalent to the concept ― “concern” in those other standards. Health Concern Health Concern The identification of a health concern or a risk. The event may involve observation, risk assessment, risk monitoring, or assessment of a condition, an intervention or a goal. A Health Concern Act is used to track physical or psychological situations drawing the patient to the health care system. These may be from the perspective of the care team or from the perspective of the patient. . Risk is documented in a separate template.
Health Concern Tracking A Health Concern or a set of related health concerns (expressed as issue(s), condition(s), problem(s), diagnosis/diagnoses, risk(s), barrier(s)) are linked to a set of supporting information including complaints (by patient and/or patient family), signs, symptoms, diagnostic findings through health concern tracking Other related topics such as goal(s), preference(s) and intervention(s) [and their related may also be linked to health concern(s) through the health concern tracking. A C-CDA document is by definition a snapshot in time – the health concern act is not dynamic. Health concerns may have relationships. “Health Thread” (Section 6.2): defined association between health issues and/or health treads, as decided and labelled by one or several health care actors
p, phg, cvc, vcv, vccv, vcccv, vc, cv, vv, cousin cous in cvc . word word in syllables pattern(s) To read cousin, divide into 2 syllables because there are 2 vowel sounds; divide after cous ( cvc ). s nearly near ly s . word word in syllables pattern(s) To read nearly, divide into 2 syllables because there are 2 vowel sounds; divide before ly (s). cw sometimes some cw . word word in syllables pattern(s) To read sometimes, divide into 2 syllables because are 2 vowel sounds; divide between base words (cw). c + le circle cir cle c + le . word word in syllables pattern(s) To read circle, divide into 2 syllables because there is 1 vowel sound and a job 4 silent final e (sfe); divide before cle (c + le).
3 syllable word sentence possibilities . word word in syllables pattern(s) To read ________, divide into ____ syllables because there are ____ vowel sounds; divide after ______ (____) and after _______ (_____). . word word in syllables pattern(s) To read _________, divide into ____ syllables because there are ___ vowel sounds; divide after _______ (____) and before ______ (____). . word word in syllables pattern(s) To read ________, divide into ____ syllables because there are ___ vowel sounds and a ______________________; divide _______ (_____) and before _______ (_____). sentence frames may work with different words. Here are some of the most common. Teacher completes grade-level specific words in areas with blue font.
Illinois 0.03 400 RMW 0.12 4,500 Nation 0.13 37,000 Information July 2018 - Aug 2018 July 2018 - Aug 2018 % Change Number of Jobs Illinois 0.32 300 RMW -0.33 -900 Nation -0.22 -6,000 Financial activities July 2018 - Aug 2018 July 2018 - Aug 2018 % Change Number of Jobs Illinois 0.10 400 RMW 0.19 2,100 Nation 0.13 11,000 Professional & business services July 2018 - Aug 2018 July 2018 - Aug 2018
% Change Number of Jobs Illinois 0.10 900 RMW -0.03 -800 Nation 0.25 53,000 Education & health July 2018 - Aug 2018 July 2018 - Aug 2018 % Change Number of Jobs Illinois -0.14 -1,300 RMW 0.44 14,200 Nation 0.22 53,000 Leisure & hospitality July 2018 - Aug 2018 July 2018 - Aug 2018 % Change Number of Jobs Illinois -0.58 -3,600 RMW 0.16 3,400 Nation 0.10 17,000 Other Services July 2018 - Aug 2018 July 2018 - Aug 2018
Woburn Special Education Parent’s Advisory Council Meeting Minutes Call to order called to order the regular meeting of the Woburn SEPAC at on at the Woburn High School, 88 Montvale Ave., Woburn, MA. Executive Board Roll call The following Executive Board Members were present: Meghan Chapman (Co-Chair) Adriana Mendes-Sheldon (Treasurer) and Jane Bates (Secretary) – General Membership: 5 in attendance. Executive Board Elections: Open Co-Chair position Elissa Milto was elected to serve as Co-Chair. (Nominated by Meghan Chapman, 2nd by Adam Chapman – all in attendance voted in favor) Recap of Honors and Appreciation Event – June 21, 2017 @ Woburn High School Auditorium Lessons learned – we need to pre-plan and update the form for next year’s event. Treasurer’s Report Current balance $906.65 (includes Honors event Raffles/Proceeds of $73). Other Jane Bates provided the minutes from the June 5, 2017 meeting which were approved by Meghan Chapman and 2nd by Adam Chapman. Membership will research a 6’ x 4’weather proof banner Next Meeting will be held on July 25, 2017 – 7-8:30 pm at the North Suburban YMCA, 137 Lexington Street, Woburn, MA 01801 Adjournment adjourned the meeting at 8:16 pm. Minutes submitted by: Jane Bates Minutes approved by:
L/H 147 0.89 1.12 1.37 1.98 2.08 2.38 2.87 3.16 3.51 3.35 2.46 (3.00) (3.46) (3.80) (5.18) (4.93) (4.97) (5.88) (5.28) (5.71) (4.63) (3.92)
% no. % % % Random longline (LL) 2 6.7 2 6.7 Stratum1 (50-80) 5 0 0.0 0 0.0 0 Stratum2 (80-150) 0 0.0 2 16.7 4 Stratum3 (150+) 2 15.4 0 0.0 Fishermen's Choice (LF) 2 14.3 4 28.6 6 Jigging at jigging only station(JJ) 9 19 Stratum 0 (0-50) 22 Stratum1 (50-80) 4 0 0 Stratum2 (80-150) 4 1 25 Stratum3 (150+) 4 0 0 Jigging at random longline (JL) 2 6.7 Jigging at fisherman's choice(JF) 0 0 All species) 15 11.0 6 13.6 Table 4. Breakdown of station allocations and number of stations where groundfish species of interest were caught in the 2013 survey
Zero-inflation model (binomial with logit link) Covariate Coefficient SE z-value Pr(>|z|) (Intercept) -8.54 98.82 -0.10 0.93 Figure 9. Proportion of stations where cusk were caught within each depth stratum, and by each sediment type (hard, mix, and soft) observed in the survey Table 18. Cusk ZINB habitat model results. Figure 9. Proportion of stations where cusk were caught within each depth stratum, and by each sediment type (hard, mix, and soft) observed in the survey
In the Benefits tab, click the box to the left of Health Plans. Complete the following fields: Period From To Click the Delimit () button. An Enter Delimitation Date dialog box will appear. Click the Continue () button. Complete the Delimit Health Plans (0167) infotype. Click the box to the left of the record(s) to delimit.
2. Suicide in an inpatient unit. 3. Retained instruments or other material after surgery requiring re-operation or further surgical procedure. 4. Intravascular gas embolism resulting in death or neurological damage. 5. Haemolytic transfusion reaction resulting from ABO blood group incompatibility. 6. Medication error resulting in death of a patient reasonably believed to be due to incorrect administration of drugs. 7. Maternal death associated with labour, birth and the puerperium. 8. Infant discharged to the family. 9. Other catastrophic event: incident severity rating 1 (ISR 1). Degree of impact: Harm – death Harm – permanent loss of functioning Harm – permanent reduction in functioning Harm – temporary loss of functioning Harm – temporary reduction in functioning Harm – but no loss/reduction in functioning Harm – significantly inconvenienced No harm Unknown Provide a de-identified summary of the event : [maximum 100 Did this event involve a transfer between agencies, campuses or health services? Yes No If ‘yes’, this event will require a multi-agency review. Describe any actions taken immediately following the event to eliminate the risk of recurrence:
“_” Underscore Matches any single character Examples: “Mar_in” Matches items with anything in the fourth position match Martin, Marlin, Markin “-“ Hyphen Allows range searches Examples: “A-B” Find anything beginning with the letters A or B Would match Adams, Anderson, Benic, Brown Note: If you want to look up something that has a hyphen and shouldn't be treated as a range search, enter a ~ (tilde) before the hyphen and it will treat the hyphen as a literal search character. You can not use other wildcard characters when searching with the tilde for a literal hyphen. “>” Greater than Matches values alphabetically after the criteria Examples: “> M” Matches anything beginning with an M and everything in the alphabet coming after the letter M. Would match Max, Maxine, Nancy, Paul “<” Less than Matches values alphabetically after the criteria Examples: “< M” Matches anything beginning with letters before the letter M in the alphabet. match Adam, Bill, John Would not match Mark. Date Field Searches: “Is Null” Matches anything without a date. “Is Not Null” Matches anything with a date (functions the same as wildcard "*"). “*” Asterisk Matches any dates Examples: “*” Matches any date. “>” Greater than matches dates after the criteria date Examples: “> 01/01/2002” anything after 1/1/2002 Would match 4/1/2002, 1/1/2003, etc. Would not match 1/1/2002 or before. Note: the space between the greater than sign and the date is optional. “>=” Greater than or equal to matches dates on or after the criteria date Examples: “>= anything on or after 1/1/2002 Would match 1/1/2002, 4/1/2002, 1/1/2003, etc. not match 12/31/2001 or before. Note: the space between the equal sign and the date is optional. “<” Less than matches dates before the criteria date
Here you can search for previously entered registrations and edit them accordingly. Try searching for old registrations, pull them up and review the event registration screen. Feel free to edit some details about a registrant (it’s just test data!). Now, locate the menu option for Adding Registrations under the “Events” menu. Select that option and add some registrants to the event you created in Task 1. Task 2 Result: Date and time you tested Difficulty completing test. Rate 1-10 with 10 being most difficult Did you encounter any errors? If so, please describe the error you received. Areas or sections that can be improved or changed to work better. Task 3: Retest Form 330 Using the black menu bar in Sentinel V2, find the option for submitting a Form 330 under the people menu. Specifically, the option you are looking for is labeled “Form 330 for new initiates”. Form 330 submissions are used when candidates become members by completing, at least, the 14th degree. When completing the Form 330, only records in your valley’s database with the status of “Candidate” are included for selection. If you don’t have any candidates, take a moment to go to person add and insert a few new candidates for you valley.
When the plan has been developed, the implementation phase must follow. Describe how you intend to implement your School Energy Policy and Education Plan in a sustainable manner, considering the teachers, students, staff, and community perspectives. Consider the following: How can your school redirect cost savings from utilities to resources used to improve energy literacy? If funding is needed to fulfill any of the components above, explain how your school intends to meet that fiscal responsibility? 6. Appendix Energy Audit Report Additional Supporting Documents
20. Program brochure was informative and accurate 1 2 3 4 5 Learning Strongly Disagree Disagree Does Not Apply Agree Strongly Agree 21. Information could be applied to my practice (if applicable) 1 2 3 4 5 22. Information could contribute to achieving personal or professional goals. 1 2 3 4 5 23. Cultural, racial, ethnic, socioeconomic, and gender differences were considered. 1 2 3 4 5 24. How much did you learn in this course? Very Little Little Some A Good Bit A Great Deal 25. Did this program enhance your professional expertise? Yes No 26. Would you recommend this program to others? Yes No Participant Information 27. Please note your profession and status (Check all that apply) □ Psychologist □ Medical Professional □ Masters Level Licensed Therapist □ Social Worker □ Student □ Administrator □ University Faculty □ Other: __________ list profession 28. Please note years in your profession □ Student □ 1-5 □ 6-10 □ 11-20 □ 20+ Narrative 29. What was your overall impression of the activity? What went well? What could have been improved? 30. What did you learn that was new or different? How and/or will this information change how you practice? 31. What topics or presenters would you like to see at future CE presentations? 32. Other comments Please use another sheet of paper if you wish to expand on your observations
20. Program brochure was informative and accurate 1 2 3 4 5 Learning Strongly Disagree Disagree Does Not Apply Agree Strongly Agree 21. Information could be applied to my practice (if applicable) 1 2 3 4 5 22. Information contribute to achieving personal or professional goals. 1 2 3 4 5 23. Cultural, racial, ethnic, socioeconomic, and gender differences were considered. 1 2 3 4 5 24. How much did you learn in this course? Very Little Little Some A Good Bit A Great Deal 25. Did this program enhance your professional expertise? Yes No 26. Would you recommend this program to others? Yes No Participant Information 27. Please note your profession and status (Check all that apply) □ Psychologist □ Medical Professional □ Masters Level Licensed Therapist □ Social Worker □ Student □ Administrator □ University Faculty □ Other: __________ list profession 28. Please note years in your profession □ Student □ 1-5 □ 6-10 □ 11-20 □ 20+ Narrative 29. What was your overall impression of the activity? What went well? What could have been improved? 30. What did you learn that was new or different? How and/or will this information change how you practice? 31. What topics or presenters would you like to see at future CE presentations? 32. Other comments Please use another sheet of paper if you wish to expand on your observations
LEA: ___________________________________ SPECIAL EDUCATION PROGRAM IMPROVEMENT CORRECTIVE ACTION PLAN Date Notified of Needing Assistance: _________ VDOE Special Education RDA Specialist: ___________________________ (Duplicate as necessary) Program Improvement Area of Concern Timeline for Completion of Corrective Actions Essential Action(s) of Person(s) Responsible for Essential Action Title of Person(s) Monitoring Documentation Required to Support Evidence of Progress/Completion Compliance driven (action completed within one year timeline) Results driven (action may require additional time beyond one year for successful closure) Compliance driven (action completed within one year timeline) Results driven (action may require additional time beyond one year for successful closure) Program Improvement Area of Concern Timeline for Completion of Corrective Actions Essential Action(s) of Person(s) Responsible for Essential Action Title of Person(s) Monitoring Documentation Required to Support Evidence of Progress/Completion
SENTINEL EVENTS DATA REPORT Substance Abuse Residential Services Time Period (check one) Due Date October 1 through March 31 April 30 April 1 through September 30 October 31 1. Category 2. # of Sentinel Events in the Period 3. # of Events for Which there was Intervention 1. Death of Recipient 2. Accidents requiring emergency room visits and/or admissions to hospitals 3. Physical illness requiring admissions to hospitals 4. Arrest or conviction of recipients 5. Serious challenging behaviors 6. Medication errors Prepaid Inpatient Heath Plan: Number of persons served during the time period who meet criteria in Note #1 below: Definitions: 1. Sentinel is an “unexpected occurrence involving death or serious physical or psychological injury, or the risk thereof. Serious injury specifically includes loss of limb or function. The phrase, ‘or the risk thereof,’ includes any process variation for which recurrence would carry a significant chance of a serious adverse outcome.” (JCAHO 1998) 2. Serious challenging behaviors include property damage, attempts at self-inflicted harm or harm to others, or unauthorized leaves of absence that increase the risk of serious physical or psychological harm to the consumer. 3. Medication errors mean a) wrong medication; b) wrong dosage; c) double dosage; or d) missed dosage. It does not include instances in which consumers have refused medication. Notes:
2. Accidents treated at medi-centers and urgent care clinics/centers should be included in the accident reporting along with those treated in emergency rooms. In many communities in the state where hospitals do not exist, medi-centers and urgent care clinics/centers are used in place of emergency rooms. 3. Planned surgeries, whether outpatient or inpatient, are not considered unexpected occurrences and therefore are not included in the reporting of illnesses requiring admissions to hospitals. 4. Report arrests and convictions as separate incidents.
Column A Aminoglycosides {Amikacin, Gentamicin Tobramycin} OR + Aztreozam OR Ciprofloxacin Column B Cephlosporins (1st and 2nd gen) OR Clindamycin OR Daptomycin OR Glycopeptides {i.e. Vancomycin} OR Linezolid OR Macrolides {i.e.Azithromycin} OR Penicillins Vasopressors: Norepinephrine (Levophed) Epinephrine (Adrenalin) Phenylephrine (Neosynephrine) Dopamine (Inotropin) Vasopressin (Pitressin)
September - December – 2018 Performance Measurement Work Group Meeting Schedule Tuesday, September 18, 2018 @ 9:30AM – 12:00PM Wednesday, October 17, 2018 @ 9:30AM – 12:00PM Wednesday, November 21, 2018 @ 9:30AM – 12:00PM Wednesday, December 19, 2018 @ 9:30AM – 12:00PM Please note all work group meetings will be held in the large conference room at the HSCRC @ Health Services Cost Review Commission 4160 Patterson Avenue Baltimore, MD 21215 If you have any questions or concerns please contact .
CAMBRIDGE SCHOOLS LESSON PLANNING TEMPLATE NAME: Mrs. Klingbeil SUBJECT: Horticulture WEEK OF: Sept 16 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY LESSON OBJECTIVE OR LEARNER OUTCOME SLC Day Greenhouse Workday Greenhouse Work Day Radish Races Planning Radish Set Up/ Greenhouse Workday ACTIVITY INSTRUCTIONAL ACTIVITY Harvest Food Pantry Garden Take Pictures for I.D. Painting and Transplanting Painting and Transplanting Review of Parts/Function Scientific Method Discussion and Radish Races Planning Experiment Set Up/Greenhouse Cleanup ASSESSMENT HOMEWORK Practice Plant ID OTHER NOTES Action Project Plan Due in AET CAMBRIDGE SCHOOLS
Date Sept 2018 5:30 Saturday 8:00 Sunday 9:30 Sunday 11:00 Sunday 5:30 Sunday Sept 1/2 *Joan Ingle Jeff Ingle Zonfrillo Lee _____________ *McKenna Walsh Lombardo Otte Cronin *Hyatt MacIssac Gilman Freyer *Economou Ludovisi VanHoof VanHoof Kasar *Borgeson Juliano Hartman Soufo _________ Sept 8/9 *Dahlen Dituri Lee Otte _________ *McKenna Churchill Churchill Lorne Roscow *Graves Wendelin Dwan Klein Toomire Stephens MacIssac *Kallberg Snitko Clifford Nuwer Chavoya Shepard Gigg Hartman Trout Sept 15/16 *Trout Walsh Zonfrillo Dituri ___________ *Keefe Cody Lombardo ONeil Cronin *Greenhut Gilman Hyatt Stephens Burns Dwan Whitam *Hackbarth Tuohy Tuohy Nuwer Martinez *Borgeson Overland Juliano Borgeson ___________ Sept 22/23 *Jeff Ingle Joan Ingle Donahue Dahlen _________ *O’Neil Churchill Churchill Stevens *Dwan Wendelin Klein Woods Toomire Freyer *Economou Snitko Kallberg Chavoya Martinez *Soufo Shepard Gigg Juliano ___________ Sept 29/30 *Cornell Donahue Dahlen ________ *Keefe Lombardo Stevens Roscow Cody *Wendelin Gilman Hyatt Klein Woods MacIssac *Economou Snitko Clifford Tuohy Tuohy *Soufo Overland Shepard Gigg Hartman * Please check Sacristan schedule for possible changes
wedding day I 10 was so excited. “Ring, ring” went the sounds of the wedding bells that were heard through out the house. My mom was too busy helping out that I was on my own. I had decided to raid the stash of candy that my sister hid under her bed. By the time I was done I 11 felt like the energizer bunny. I ran in and out of the house greeting every guest in sight. Finally, I heard the wedding march playing. I didn’t want to miss the ceremony so 12 I hurried like a rabbit running from a fox . In order to get outside I 13 had to go through the glass door that was always open. “Thump,” and then a “Crash,” was all that was heard. In my frantic attempt to get outside I 14 didn’t notice that my mom had shut the door. When I woke I 15 felt my mother’s warm hands on my head. I had hit so hard that the glass broke and16 the wedding was put on hold. “What were you thinking my princess,” whispered my Mom. She lifted me from the bitter cold hospital bed and carried me to the car. Now at every family gathering the 17 story of my aunt’s wedding is always brought up. One thing is for sure I 18 never go through a glass door with out making sure they’re open. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18.
poor outcomes, but rather refer to statistical predictors that have a theoretical and empirical base, and may solidify a pathway that becomes increasingly difficult to shape towards positive outcomes. Examples include loss of a parent or loved one, or frequent moves resulting in multiple school placements or exposure to violence and trauma. Interventions are implemented through the use of a comprehensive developmental approach that is collaborative, culturally sensitive and geared towards skill development and/or increasing protective factors for students and their families. HENRY FORD ACADEMY THE GUIDANCE CENTER Individual counseling Parent Conflict Resolution Program Progressive Discipline Credit Recovery Program High School Readiness AMAUJU Mentoring Program for Males Academic Support and Achievement Program Groups by school mental health staff (Anger, Management, Peak Performance) Functional Behavioral Intervention Plan Michigan Comprehensive School Counseling Program PBIS (Stop Underage Drinking/Drugs Downriver) Coalition Teen coalitions River Rouge Prevention Policy Board (RRPPB) youth membership Life Skills training groups Aggression replacement training groups prevention groups Academic assistance Crisis Screening Crisis Screening Tier3 /Tertiary- Interventions for the roughly 1-5% of individuals who are identified as having the most severe, chronic, or pervasive concerns that may or may not meet diagnostic criteria. Interventions are implemented through the use of a highly individualized, comprehensive and developmental approach that uses a collaborative teaming process in the implementation of culturally aware interventions that reduce risk factors and increase the protective factors of students. Typical Tier 3 examples in schools include complex function-based behavior support plans that address problem behavior at home and school, evidence-based individual and family intervention, and comprehensive wraparound plans that include natural support persons and other community systems to address needs and promote enhanced functioning in multiple life domains of the student and family. HENRY FORD ACADEMY THE GUIDANCE CENTER INTENSIVE INDIVIDUALIZED INTERVENTIONS Special Education Social Work Service Psychiatric Treatment Office and