zilongwang/ReadingBank huggingface dataset:
F is strictly increasing at values of x* which are possible for X, the inverse function is welldefined. Then P[ U ≤ u ] = P[ F(X) ≤ u ] = P[ X ≤ F 1(u) ] = F( F 1(u) ) = u Done. Here’s a side note on finding inverse functions. If y = g(x), the inverse g1 is found just by solving for x in the equation y = g(x) (if possible). The result will give g1. If y = x3 + 1 the solution is x = = . Both x and y are handled as “dummy” symbols, so you’ll see statements like these: The inverse function of x3 + 1 is . The inverse function of x3 is . Care is needed for many-to-one functions. The function y = x2 maps both x = 2 and x = +2 to the same value of y, so the square function does not have an inverse. If we can agree that we’re only dealing with positive values of x, then the inverse of x 2 is the positive square root . If we are considering sin x, where x ranges over all real numbers, then sin x does not have an inverse. If we can agree that the only x’s of concern are in the inverval (, +), then sin1 can be defined. It helps to see the theorem in the context of the example. For that example, F(X) = . Let’s ask then . = = The “log” here is base e. = = Since u is a value in (0, 1), it must happen that 1 – u is also in (0, 1). So log(1 – u) is negative. = = = 1 (1 – u) = u Here’s how this is used. Let’s suppose that you want to simulate values X1, X2, X3, … from a continuous cumulative distribution function F. Create the random uniform
sample U1, U2, U3, ….. The values F 1(U1), F 1(U2), F 1(U3), … accomplish the job. The Cauchy random variable has distribution function F(x) = . To set up the inverse, use u = and solve for x. This will lead to . Generate independent uniform random variables U1, U2, U3,… and then use for the Cauchy sample. The exponential random variable has distribution function F(x) = 1 – e – x for x ≥ 0. The solution to u = F(x) is x = - log(1 – u). Generate independent uniform random variables U1, U2, U3,… and then use log(1 – U1), log(1 – U2), log(1 – U3), … as the exponential sample. In practice, this gets made even simpler. Just observe that U and 1 – U have the same distribution. The exponential sample can be made as log(U1), log(U2), log(U3), … This is a saving, of course; it just saves one subtraction for each generated number. Suppose that you want to simulate a sample from the density = . The cumulative distribution function is F(x) = . The solution to u = F(x) is x = . Generate independent uniform random variables U1, U2, U3,… and then use for the desired sample. You’ll probably invoke the “even simpler” remark just above to create the sample as This is a wonderful idea, but it doesn’t solve all your problems. This does not help you with simulating discrete random variables. Sometimes you will not be able to find F 1 in a closed from. The normal cumulative distribution function, for example, cannot be inverted.
Simulation Scenario Evaluation Introduction The simulation evaluation was completed at San-Jacinto College North in Houston, Texas. The students evaluated are in the second semester of a one year nursing program. Learning Objectives The simulated scenario observed was for an adult patient with acute respiratory distress. The patient has history of Asthma. Student were expected to quickly recognize acute respiratory distress with impending respiratory arrest. Learning Objectives specific to this scenario included: Identification of the primary diagnosis Recognize signs and symptoms of respiratory distress Implementation of a focused respiratory assessment and signs Implementation of the 5 rights of medication administration Recall indication and contraindications of oxygen therapy Using therapeutic communication Direct communication with multidisciplinary team members Prioritization and implementation of physician orders appropriately Implementation of the correct treatment of respiratory distress in a timely manner Pre-Scenario Activities The scenario presented coincided with the lecture of the respiratory system. The instructor refreshed the students minds with the anatomy of the respiratory system. They had
Name _____________________________________________ Class _________Date___________________ 1 Discuss the theme of nature in Coleridge’s “The Rime of the Ancient Mariner”. (max. 10 lines) __/15 2 Explain what kind of characters Dickens portrayed in his novels and how he dealt with them. (max. 10 lines) __/15 3 Talk Wilde’s witty and humorous style in “The Importance of Being Earnest” (max. 10 lines) __/15
1:15 – Lust can bring forth/manifest sin. Psalms 51:3 – Wrong thinking is always first and foremost in our minds since we are “born in sin.” 1 John 3:9 – Our desire is to be born again in order to limit (if not eliminate) sinful thinking. INIQUITY: Iniquity is basically the actions that one makes due to either thinking wrong or not knowing in better (Luke 23:34). Job 34:32 – When we recognize our iniquities we should do them no more. Psalms 5: 3-5 –GOD is not pleased with iniquity or wicked acts. It moves GOD to a place of hatred. Psalms 18:22-24 – If one keeps GOD’s statutes and operate in righteousness it will keep one from operating in their own iniquities which is basically a result of their ignorance. Psalms 51:5 – Some of us are in existence today due to possibly sinful thoughts of our parents resulting in them creating us due to putting the thoughts in action (iniquity). Psalms 92:7 – continuing to work in iniquity abundantly can result in one’s destruction. Psalms 66:18 – if one lets their iniquities consume their thoughts, GOD will not hear them. Jeremiah 3:13-15 – One has to acknowledge their iniquities in order to repent and change the course of their life with the LORD. Jeremiah 31:30 – All will have to pay for their acts of iniquity. Matthew 7:23 – those that are workers of iniquity are told to depart from GOD. It is a dangerous place for an individual to be if they think sinfully and continue to act on iniquity because they technically operate in a divided mind. The Word declares, “A divided mind is unstable in all its ways.” Also, “a divided house shall not stand (Matt. 12:25, Luke 11:17).”
“Good character is more to be praised than outstanding talent. Most talents are, to some extent, a gift. Good character, by contrast, is not given to us. We have to build it piece by piece—by thought, choice, courage and determination” John Luther, American Lawyer. Think About It This is a list of questions that you should be asking yourself? Questions for creating your personal code: What kind of values did your parents try to install into you as a Your church? School? Individual teachers? Mentors? Which ones stuck with you? What experience in your childhood altered the way you value things in your life? What experiences as an adult (both personal and professional) have had an impact on what you value? To whom are you loyal? (Consider yourself, your employers/clients, your family, your profession, and society for starters.) What kind of ethical style do you have? Virtuous? Intuitive? Empathetic? Darwinian or Machiavellian? What have you done in your past when with ethical dilemmas? (Parsons) Moral development It is important, especially when dealing with public relations to take into account one’s own moral development. Moral development refers to the way in which we as individuals formulate a sense of morality as we develop as human beings (Parsons). “If you don’t have a strong moral base, you will probably make mistakes that will destroy you,” says Steinmentz.
Works Cited Automotive Advertising Network. Toyota Recall. February 1 2010 Press Release. Automotive Advertising Network, Feb. 2010. Web. Nov. 2011. Sherry. "The Ethics of Advocacy: Moral Reasoning in the Practice of Public Relations." The Handbook of Mass Media Ethics. By Lee Wilkins and Clifford G. Christians. New York: Routledge, 2009. 115-29. Print. Bhopal. "The Incident, Response, and Settlement." Bhopal. Bhopal, 2001-2012. Web. Feb. 2012. ---. "Statement of Union Carbide Corporation Regarding the Bhopal Tragedy." Bhopal. Bhopal, 2001-2012. Web. Feb. 2012. BP. Releases Report on Causes of Gulf of Mexico Tragedy. BP.com. BP, 2006-2012. Web. Nov. 2011. ---. Confirms Successful Completion of Well Kill Operations in Gulf of Mexico. BP.com. BP, 2006-2012. Web. Nov. 2011. Browning, Jackson B. Union Carbide: Disaster at Bhopal. Rep. 1993. Bhopal. Web. Feb. 2012. Coleman, Renita. "Moral Development: A Psychological Approach to Understanding Ethical Judgment." The Handbook of Mass Media Ethics. By Lee Wilkins and Clifford G. Christians. New York: Routledge, 2009. 40-54. Print. "Crisis Management." Answers.com. Answers. Web. 31 Mar. 2012. "The Diet-Pepsi Crisis." Newsflavor. Yaxaira, 8 Mar. 2008. Web. Oct. 2011. Fitzpatrick, Kathy R. "From Enforcement to Education: The Development of PRSA's
Students recite the dialog provide by the class. Students will write dialog and practice with a peer. Student will have a conversation with my teacher. Student will have a conversation with a random student. Vocabulary Y1’1t44h 1[ch7n7.(shik’is) ..Aoo’ Y1’1t44h b1’0lta’7. ..Ha’1t’7ish baananin1? …’ 77n7shta ..H1adi? ..Tsail98di 77n7shta. H1gosh99h. H1goo’nee’ Clothing Shi’44’ Shikee’ Shit[‘aaka[ Shi44tsoh shik’is. ..Aoo’ Y1’1t44h shik’is. ..Ha’1t’7ish baananin1? …>>verb<< ..H1adi? place.di >>>verb<<< H11g00sh d7n7y1? Where are you going? Place g00 d4y1. ……l1 hait’4ego naashch’22’ , what color is the…? …..47 color ……l1 hait’4ego naashch’22’ , what color is the…? Navajo Color names [igai [itso [itsxo Lizhin Y1go doot[‘izh Dib4 [ich7’7 Ts4d7d44h Ch’ilgo doot[‘izh Assessments Students will name an exit word before departing. Students will tell teacher the color of their clothing before leaving. Students will tell the teacher the color of a object when asked. Pair/share Students will have a conversation with o
55. Indemnity............................................................................................................................. 53
By: _________________________ Name: Title: By: _________________________ Name: Title: For and on behalf of [Full legal name of Seller] By: _________________________ Name: Title:
The Rules: Roll two 6 sided dice, it helps to have dice of different colors. Dice #1: Batter/Pitcher Matchup Roll Result 1-2 Batter Reaches Base 3-6 Batter is out Dice #2: Outcome If Safe: Roll Result 1 Walk 2 Single 3 Single 4 Double 5 Triple 6 Homerun If Out: Roll Result 1 Strikeout 2 Groundout, all runners advance 3 Groundout, runners advance if forced 4 Groundout, double play if runner on 1st and less than 2 out. All others advance. 5 Shallow Flyout, runners hold 6 Deep Flyout, runners on 2B or 3B advance one base
purchase, and agrees that Select Sotheby’s International Realty shall be held harmless with no liability whatsoever. Covenants and agreements shall survive expiration, termination or cancellation of this Confidentiality Agreement. In case of any breach of this Agreement, Seller is entitled to all and equitable remedies, including injunctive relief. This agreement and its provisions shall be governed by the Laws of the State of New York. The validity of any provision of this Agreement shall not impair the validity of any other provision. Accepted and agreed to this ____ day of _______________, 20 ______. ACCEPTED BY: _______________________________________________DATE___________________ _______________________________________________DATE___________________
101 or more 2. How many people can your bleachers seat? None/NA 1-100 x x x 101-300 301-500 501 or more 3. What material is used for bleachers? Wood x x x Other 4. Metal bleachers: Ground wire attached to ground rod? Yes x x x 5. Wood bleachers: Are inspected annually for safety? Yes 6. Is a safety railing at the top/back of bleachers? Yes x x x 7. Is a handrail up the sides of bleachers? Yes x x x 8. Is telephone service available? Permanent Cellular x x x 9. Is a public address system available? Permanent Portable x x 10. Is there a press box? Yes x x 11. Is a scoreboard? Yes x x 12. Adequate bathroom facilities available? Yes x x x 13. Permanent concession stands? Yes x x x 14. Mobile concession stands? Yes 2018 Season
Create an 8-page mini book that teaches students about simple machines. Include the following: title page, introduction page, and a page for each simple machine with an illustration and its characteristics. Design a fun question-answer board game with simple machine facts! Must include the following: at least 15 simple machine playing cards with facts and directions on how to play the game. Must turn in a typed copy of the directions. Game board should be creative! Extra, Extra, Read All About It! You’ve invented a new machine and will write a newspaper article about the invention using the following prompt: Extra, extra, read all about it, __________ just invented a new machine! The new machine is made of ___________. It will make life better because ….. Must be at least one page typed. Construct a crossword puzzle using simple machine characteristics. Must have at least 15 clues. You may include other vocabulary words (refer to Quizlet) Target Practice Build a catapult using a lever, and power it with a rubber band. Then, use what you’ve learned to build your own design, and send a marshmallow flying through the air! (See Teacher for this activity) Keep a “machine diary” for 5 days. Each day describe the machine(s) you used or came into contact with over the course of the day. Explain how it made your day better by using this machine. Make analogies for Simple Machines. For this activity, you should create a with the following columns: Simple Machine, My Analogy, and Drawing. In the analogy column explain how each type of simple machine makes a job easier. Pinball Wizard Create a Pinball Machine Make a pinball machine that can shoot a marble and send it zigzagging down an obstacle course. (See Teacher for this activity) Simple Machines Scavenger Hunt Create a that includes all 6 types of simple machines. At your home, around the school or the classroom and take pictures of examples of simple machines. Your Prezi must tell a story of how these simple machines play an important role in your daily life.
Delivering personal care and/or clinical care Consumer outcome I get personal care and/or clinical care that is safe and right for me. Organisation statement Personal care and clinical care services are delivered in accordance with the consumer’s needs and preferences to optimise health and wellbeing and to maximise the consumer’s function. Requirements The organisation demonstrates the following: Personal care is safe, effective, aligns with the consumer’s preferences, and optimises health and wellbeing. Clinical care is best practice, appropriate to the consumer, involves shared decision making and optimises the consumer’s health and wellbeing. The needs and preferences of consumers nearing the end of life are recognised and addressed, their comfort maximised and their dignity preserved. Sudden or unexpected deterioration or change of a consumer’s function, capacity or physical condition is recognised and responded to in a timely manner. care that the consumer requires is not an expected component of services provided, the service facilitates timely referrals to other providers, organisations and individuals. Critical information about the consumer’s condition, needs and preferences is communicated within the organisation or with relevant others where responsibility for care is shared and care is coordinated. Identification and management of high-impact or high-prevalence associated with the care of each consumer, including but not limited to falls, pressure injuries, medication misadventure, choking, malnutrition, dehydration, pain and delirium. Minimisation of infection-related risks to consumers, workforce and the broader community through implementing: and transmission-based precautions to prevent and control infection stewardship. Rationale and evidence The delivery of safe, effective and quality personal and clinical care is a basic consumer and community expectation. Standard 3 sets out the key requirements that underpin the delivery of consumer-centred, safe, effective and quality personal care and clinical care. The standard would apply to any service that delivers personal care (such as bathing, assistance with toileting, and assistance with eating) or clinical care (such as nursing care). Standard 3 reflects the following concepts: Clinical care is best practice‘Best practice’ means that, to achieve the best possible outcomes for consumers, the diagnosis, treatment or care that is provided is timely and
single permit application form PERMITTEE INFORMATION Owner Name: Address City, State, Zip Phone #: Lot Address Lot Number Contractor Name: Address City, State, Zip Phone # Workers’ Comp Certificate on File? YES No PROJECT INFORMATION What would you like to do? (check all that apply) Build a new home Addition/Remodel Existing Home New Detached Garage New Driveway Resurface Existing Driveway Well, New Fence, New Shed, New or Replace New Deck Pool, New or Replace Additional Information we need: (fill in all that apply) Estimated Project Cost $ Square Footage Proposed: sq. ft. Number of New Bathrooms Number of New Bedrooms Type of Driveway Surface Size of Driveway X Exterior Dimensions of garage X Exterior Dimensions of Shed X Dimensions of Deck X Dimensions of Pool X Dimension of Fence X X Sewer Type: Public Private Written Description of Project (Required) A sketch of my lot, drawn to scale, and showing the location of the proposed improvements in relation to the property and street lines, right-of-way lines, and easements is attached (Required) SIGNATURE’S I certify that the above information is true and accurate. ___________________________________________________ Signature Date
Reserve Bank of has specified ceilings fortification only in cases where it is not feasible to provide RCC slab of specified thickness. If it is not possible to provide the strong room with the ceiling of prescribed thickness of 30 cms (12”) or provide fabrication with MS grills, RBI be prepared to consider relaxation of the existing specification on merits of individual cases, provided the floor space directly above the strong room is also in the possession and occupation of the Bank. II. THE MINIMUM REINFORCEMENTS AS ADVISED BY RBI ARE GIVEN BELOW: WALLS : 12 mm dia mild Steel/tor steel @ 6”c/c both ways and on both faces of the wall (a formation of reinforcement matt of about 6”x 6”) on either face of the wall to be obtained. FLOOR : Same as in the case of walls but only on one face. CEILINGS : Same as in the case of walls. Annexure-V Contd. Further where reinforcement is proposed on two faces of a RCC member, it shall be staggered in such a manner that any view taken at right angles to the matt formation would show reinforcement at every (3”) c/c in elevation ( in respect of walls) and in plan (in respect of ceiling slab). The above reinforcements are only the minimum and depending on the structural requirements, the structural consultants for the work, should design and detail out actual reinforcements required but these shall not be less than what are specified above. III. COLUMN SIZES : Two columns of 10"x10" size with 6 nos of 12 mm dia TOR main rods and 6 mm dia binder rods are to be done only after fixing the door and ascertaining the plumbline. IV. AIR VENTILATORS GODREJ STEELAGE Overall opening 24"x24" 24"x24"
Single Board Model General Information: The following is a summary to guide churches shifting from the former United Methodist Church’s structure that include an Administrative Council, Finance Committee, Board of Trustees, and a PPR Committee, to the new “Leadership Board” or “Single Board” alternative structure comprised of anywhere from 9-15 members. Leadership Board Purpose Utilize a leadership style that combines accountability, responsibility and authority Reduce micro management Synchronize and align all the church’s ministries with the mission, vision, and goals Reduce the number of people engaged in administration and free up resources (time, talents, etc…) for hands-on ministry and engagement in the mission field Empower the pastor to lead Assist smaller congregations who cannot sustain the traditional structure Leadership Board Responsibilities Establish the church’s yearly budget Confirm the vision cast by the pastor and establish yearly for the church Work in partnership with programs and ministries to ensure they fulfill the mission and vision of the church Work with the District Superintendent to hold the pastor accountable *This team is not responsible for hearing reports. Other avenues for communication (bulletins, email, Facebook, newsletters, Town Hall meetings, etc…) within the congregation must be efficiently employed. Pastor’s Role Cast the church’s vision Hire, supervise, assess (and if needed, terminate) both paid and unpaid Hold staff (paid and unpaid) accountable for leading their ministry areas and fulfilling the mission and vision of the church Monitor the accomplishment of church goals and make adjustments as required to ensure achievement of those goals present leaders and raise up new leaders for the work of ministry Guidelines to Ensure the Alternative Structure’s Success Churches may choose to designate members of the Leadership Board to serve as liaisons between the Leadership Board and each various ministry team or group within the church. (for example: Nurture Team, Witness Team, Mission Team, etc…) This promotes communication and allows for avenues of evaluation and decision making. NOTE: THE LIAISON IS NOT EXPECTED TO BECOME AN ACTIVE PART OF THAT ARM OF THE CHURCH, BUT SIMPLY TO PROVIDE A BRIDGE FOR CONNECTEDNESS.
study by increasing the number of interest groups represented in the analysis and by collecting data covering a longer period of time, however, this requires that the same interest groups provide ratings of senators consistently. What are the consequences of extreme party polarization in the Senate in 2015? The 113th and 112th congresses have been the least productive in history since record keeping began in 1947 (Memoli 2014). The 112th Congress passed just 284 bills, while the 113th Congress barely exceeded this number with 296. However, approximately ten percent of bills passed by the 113th Congress simply renamed local post offices (Bump 2014). In fact, the number of enacted laws has seen a sharp decline since the 108th Congress, which passed 504 bills, roughly 70 percent more than the most recent Congress. Party polarization is the primary cause of this recent phenomenon. Numerous studies have shown that the increasing ideological polarization between the two major parties has had a negative effect on legislative productivity (Binder 1999, Jones 2001, Dodd & Schraufnagel 2013). In their analysis of congressional productivity, Dodd and Schraufnagel (2013) argue that extreme polarization, as well as, interestingly enough, the complete lack of polarization, undermines policy productivity. Legislative productivity will continue to be woefully low if the Senate continues to be polarized along a partisan dimension to the extent that it has been in recent years. Appendix Table 5: PCFA of Senator Scorecards Factor Eigenvalue Proportion 1 10.12 0.92 2 0.32 0.03 3 0.14 0.01 4 0.10 0.01 5 0.08 0.01
FAQs DIGITAL LITERACY Q: How many courses are available in the Microsoft Imagine Academy (MIA)? A: Over 400 courses are available, including Office, Server, Windows, and developer tools with thousands more in 20 other languages. Q: Do I have to access the courses from a library computer or inside the library? A: No. You can access the courses from anywhere you have an Internet connection, on any device that supports flash technology (most tablet devices do not). Q: Which courses should I start with? A: That depends on your current skill level. For those less familiar with computers, we recommend the Digital Literacy courses. From there, we would recommend learning the operating system on your computer (ex: Windows 7 or 8) or an Office program like Word, Excel or PowerPoint. Q: How much does it cost? A: It’s free! The program is funded by the Idaho state legislature through the State Department of Education. Q: How do I get Microsoft certification? A: You can achieve certification by taking the official tests at a certification center. Courses are free, but certification is at the cost of the participant. To find a testing center, go to www.certiport.com/locator. Microsoft offers basic computer courses online through a program called Digital Literacy. There are three curriculum to get you started and two additional courses with helpful information. You do not need an email to take these courses. Basic Curriculum: features the course A First Course Toward Digital Literacy which teaches the value of computers in society and introduces using a mouse and keyboard. Standard Curriculum*: features five courses that cover computer basics; using the internet and productivity programs; security and privacy; and digital lifestyles. Advanced Curriculum: features four courses that cover creating an e-mail account, creating a great resume, searching for content on the World Wide Web and social networking. Productivity Programs: Games, demos, and interactive guides help you quickly learn the basics of word processing, spreadsheets, presentations, and databases. Internet, Cloud Services and WWW: Learn how to connect to people, information, and resources around the world, using Web sites, search engines, and e-mail programs. The standard curriculum is available for latest versions of Windows and Office: Microsoft Imagine Academy Made possible through a partnership between the Idaho State Department of Education, Idaho Commission for Libraries, (your library name), and Microsoft [your library website URL] [YOUR LIBRARY NAME] YOUR LIBRARY ADDRESS PHONE EMAIL
Ability to Compound Low- and Medium-Risk CSPs Ability to Compound Low- and Medium-Risk CSPs Executive Summary: Medical Center A was highly reliant on outside compounding pharmacies for the production of sterile compounds. In response to the closure of Compounding Company A and due to the increased regulatory scrutiny of sterile compounding, the majority of sterile compounds to be used at our medical center will now be prepared in-house using our Clean Room. This transition requires operational changes additional labor, sterility testing by an outside laboratory, and the addition of refrigeration storage in many of our intensive care units. Total operating expenses will decrease from what was $1,105,515 in annual expenses in FY12 to a total annualized operating cost of $976,067 for an annualized savings of $129,448. One-time expenses of $71,700 are needed in the
Average heart rates (beats per minute) are displayed in Table 1 for each of the five relaxation techniques. The repeated measures analysis of variance was significant, F(4, 76) = 235.53, p < .001, η2 = 0.924. Follow-up t-tests at the .0125 significance level revealed significantly fewer heartbeats for Meditation vs. Baseline, Comedy vs. Baseline, Nature vs. Baseline, and Music vs. Baseline. TABLE 1 Heartbeats per minute across relaxation technique Baseline Meditation Comedy Nature Music M 84.90 73.65 78.65 74.65 77.70 SD 7.51 7.02 7.04 7.00 7.42
Single SEND Referral Form If there is a safeguarding concern, please refer to Children’s Initial Contact Point on 01274 437500 Please indicate which type of assessment you are requesting and complete the appropriate sections as indicated below: Select Please complete pages: My Support Plan (MSP) Funding* P1 – 3 plus Sections A – G ; plus Appendix 1 Education Health and Care Needs Assessment * P1 – 3 plus Sections A – F; plus Appendix 1 Education Health and Care Needs Assessment with continuation of MSP funding* P1 – 3, Sections A –G; plus Appendix 1 Continuing Health Care Assessment/ Fast track assessment P1 – 3, Sections A, C and E/F, plus Appendix 2 Children’s Complex Health and Disabilities Assessment P1 – 3, Sections A, and E/F, plus Appendix 3 *Please note if you have an existing MSP, you can complete P1 – 3 and append it to the MSP. Referrer Details Name Role Contact Details Date of Referral Consent It is expected that parent/carers (and where relevant, young people) have consented to this request for assessment.
Appendix 2: SINGLE SEX BREACH ROOT CAUSE ANALYSIS CSC/Speciality Date of Initial Review Panel Outcome Investigating Officer/Report Author Date of Report Date of Final Panel Outcome Initial management Report All areas to be completed prior to Review Panel Event date and time Date and length of occurrence Incident Number: of Hospital Green/ Amber/Red/Black Number of medically fit patients awaiting discharge Date occurrence reported to Lead Nurse Duration: Ward and CSC Supplementary Information Breach Patient Details Name NHS Number Address Male/ Female Name NHS Number Address Male/ Female Name NHS Number Address Male/ Female Name NHS Number Address Male/ Female Affected Patient Details Name NHS Number Address Male/ Female Name NHS Number Address Male/ Female Name NHS Number Address Male/ Female Name NHS Number Address Male/ Female
Breach Risk Actions and Confirmation of Breach Criteria Comments ITU Recovery Day Surgery Unit and Theatre Admissions Red HIGH BREACH RISK Patient breaches when an individual patient is fully ready and referred for ward care over 24 hours and cannot/or is not already accommodated in a single room/cohorted bed space. Patient breaches when for discharge from Recovery but this has been delayed and the patient is requiring to take fluid and diet and mobilising to use a shared bathroom facilities (if walking visibly across the path of a patient of the opposite sex). If recovery is used for surgical outliers overnight as per the escalation policy refer to the CHAT Outlier policy which provides more detailed information about how to segregate recovery to comply with single sex accommodation guidelines which includes floor plans (see page 4 for an example). When Day Surgery Unit 2nd stage is being utilised for bedded inpatients if not patients of the same sex. ACTIONS TO BE TO AVOID PRIVACY AND DIGNITY BREACH Keep patient accommodated within a single room/ cohorted bed space if appropriate (and if other patients care is not compromised as a result). Cohort patients waiting discharge if clinically safe and possible (if not used consider bays 15/16, 22/23 or paediatric recovery); Ensure male/female patients are not placed opposite each other (i.e. in close proximity and in direct view) as far as is practicably and safe. Utilisation of screens and curtains as per CDU “Mixed Sex N/A – if this was being used and patients were mixed it would constitute a breach.
4. DOES THIS FAMILY MEET ANY OF THE NATIONAL CHANGE & CHALLENGE INDICATORS AS DESCRIBED BELOW: Family Concerns (please select that apply) Headline Indicator Applicable Family Members Please Provide Details 1. Education (Details of attendance and current exclusions must be provided for referrals to the Education Welfare Service and Parenting Support Unit) School attendance or exclusion 2. Crime and Anti-Social Behaviour Anti-social behaviour intervention Youth or adult offending 3. Children who need help Children who have been reported as missing from home and identified as a concern Children who don't take up the Early Years Entitlement Children previously known to social care A who has been identified as at risk of sexual exploitation Families referred to the parenting support Unit Children identified as having social, emotional and mental health problems
A) PERSONAL DETAILS B) ID CHECKS C) JOB Forenames Surname Home address Date of birth Type of evidence seen Date checked Checked by Start date Job title Record the full name of the individual, their current address and date of birth. The address will also need recording for the DBS check Record the documents used to provide the ID evidence, which should include an official form of photo ID (e.g. passport, photo driving licence together with paper version). The documents should confirm the name, date of birth and address. If the individual cannot provide any form of photographic evidence, schools should seek more than one additional form of ID along the lines required by the DBS check. Originals evidence must be seen, photocopies are not acceptable. It is good practice to take a copy of the documents, sign and date that the original has been seen and hold the copies in the personal file. Their post and start date should be recorded. The order used to record staff is for schools to decide, but it is best to use some order to make searching easier e.g. post type or alphabetical. D) QUALIFICATIONS AND REGISTRATION E) PROHIBITED FROM TEACHING F) DBS CHECK Quals required Y/N Qual evidenced Date checked Checked by Check required Y/N Date checked Checked by Completed date DBS number Checked by Inc. barred list check Y/N Schools must record the professional qualifications that are a requirement of the job, which should be as identified on the person specification, e.g. Qualified Teacher Status (QTS) for a Teacher, National Professional Qualification in Headship for a
Single Central Record (SCR) of Recruitment and Vetting June 2013 Introduction Schools and colleges must keep a single central record. The record must cover the following people: all staff (including supply staff) who work in the school; in colleges, this means those providing education to children all others who work in regular contact with children in the school or college, including volunteers for independent schools, including academies and free schools, all members of the proprietorial body. It is the school’s responsibility to ensure that all the staff they employ in specified early or later years childcare have had the appropriate checks. This includes ensuring that staff working in early and later years settings are suitable to do so. The DfE issued advice for schools in October 2014, in relation to the ‘disqualification by association’ of teachers and other school staff working in early or later years provision, or those who are directly concerned with the management of such provision. A person is automatically disqualified if they live in the same household as another person who is disqualified or in a household where a disqualified person is employed. The Single Central Record (SCR) may be viewed or run as a report with the core data held on an Excel Database. It holds data on all of the checks that we carry out as part of our safeguarding requirements, for example CRB checks (now called DBS) . It also has information regarding health checks, references, identity, right to work in the UK and where appropriate, qualifications. Copies of original documents are kept and held on personal file. This information is kept on all staff employed by The Tutorial Foundation.. Policy Sign off and review By whom Date Policy signed off by Julia Low 10.11.16 Reviewed by Tim Low 30.01.17
Field Specifications Classification A list of four digit codes for this field is found in Appendix 4. For Maori students who do not identify or cannot name an iwi affiliation please use the following codes: 5000 Do not know name of iwi 6000 Unidentifiable response 9999 Not Specified Note: If the name of an iwi is specified but cannot be on the classification list, please re-code to rohe or region of iwi not further defined. If region is not identified, code to 6000. Validation Applies To: Type C and D students 143: IWI is not valid 588: IWI is blank where ethnic group is identified as "211" and first year is current year Applies To: Type B students (there is no requirement to report for type B students) Warning 359: IWI is not valid Data Collection Source: Student/application enrolment form. Frequency: Once, at first enrolment at your organisation. Field History 2002 – The field is introduced 2003 – Validation logic introduced 2004 – Validation 137 and 143 messages amended and now apply to Type C & D 2004 – New Warning 359 for Type B students 2004 – Field Title and Description amended 2007 – Some amended codes 2008 – Field removed from Qualification Completion file Name IRDNOS Field Number 1.18 Field Title IRD Number Description The field is used to record the student's IRD number for each student who has received or anticipates receiving a Student Loan with any TEO. Therefore, if a student received a loan from another TEO before enrolling at your organisation, an Inland Revenue Department (IRD) number can be collected (voluntary field). Reason for Field The field is used by the MSD (StudyLink) to identify students who are currently enrolled at a tertiary education organisation to assist in matching course completion data with the results of study (RoS) data.
Data Collection Source: Depending on your student management system the classification will either be an attribute of a student’s individual course enrolment, or will be looked up from the offered course record to which that enrolment is related. History 1999 – The field was introduced with the automated RS21/22 return 2000 – Course classifications 07.1, 07.2, 08, 09, 10, 13.1, 13.2, 15.1, 15.2, 17.1, 17.2 23.1, 23.2, 30.2 have been removed or amended for 2000 2004 – Validations 021, 048 and 348 amended 2004 – New Field No. No change to File Position 2007 – Course classifications 5.1 and 26 removed 2007 – Fill character amended 2013 – Added validation 623; 2013 - Updated validation logic in validation 021 2013 – Added classifications for 11.1, 11.2. 2013 – Added and updated funding category L, N, M and V. 2013 April – Classification 5.3 removed. Name NZSCED Field Number 2.16, 3.6 Field Title NZSCED Field of Study Description The field is used to classify the field of study of courses and qualifications. Reason for Field of study is a key study-related variable used for both statistical and policy planning purposes. Along with level of study, this is the primary variable for analysing the type of skills and knowledge people are acquiring. Information from this field is used for example in policy setting to address skills shortages. This field is used by the TEC to produce performance information for investing, funding, and monitoring purposes. Field Specifications Classification The NZSCED classification is provided in Appendix 8. (Refer for details). Note: A course may have only one NZSCED classification based on "best-fit" criteria Validation Logic Applies To: Type B, C and D students Error 022: NZSCED is not valid 023: NZSCED is blank 353: NZSCED is not same as on TEC course register file for this course Warning 053: NZSCED is not same as on course register file for this course
Please refer to STEO websites for the following appendices. SDR Appendix 2017 document contains: APPENDIX 1A Tertiary Education Organisations (Sorted by Code) APPENDIX 1B Tertiary Education Organisations (Sorted by Name) APPENDIX 2A Secondary, Composite and Special Schools (Sorted by Code) APPENDIX 2B Secondary, Composite and Special Schools (Sorted by Name) APPENDIX 3 Country of Citizenship Codes APPENDIX 4 Iwi Codes APPENDIX 5 Main Subject Codes APPENDIX 6 Course Classification Codes APPENDIX 7 Funding Category for Course Classifications APPENDIX 8 NZSCED of Study Codes APPENDIX 9 Qualification Category Codes and their Relationship with ISCED Level and NZQF Level APPENDIX 10 SDR Error/Warning Codes APPENDIX 11 Important Links APPENDIX 12 Voluntary Submission of Course Completion Files APPENDIX 13 Histories of Changes APPENDIX 14 International PhD Policy and Reporting APPENDIX 15 Valid Post Codes
Field No Field Name Field Title Field Length File Position Page No. 3.1 Provider Code 4 1-4 41 3.2 Course Code 20 5-24 73 3.3 Course Title 75 25-99 101 3.4 Qualification Code 6 100-105 71 3.5 Course Classification 4 106-109 95 3.6 NZSCED Field of Study 6 110-115 96 3.7 Level on the NZ Qualifications Framework 1 116 102 3.8 Credit 3 117-119 104 3.9 Funding Category 2 120-121 92 3.10 Course EFTS Factor 6 122-127 97 3.11 Stage of Pre-Service Teacher Education Qualification 2 128-129 105 3.12 Course Tuition Fee 5 130-134 106 3.13 Internet Based Learning Indicator 1 135 108 3.14 PBRF Eligible Course Indicator 1 136 109 3.15 * Tuition fee paid by international student 5 137-141 64 3.16 Compulsory Course Costs Fee 5 142-146 110 3.17 Course Exemption from AMFM 1 147 111 3.18 EMB_LIT_NUM Embedded Literacy and Numeracy Flag 1 148 118 Notes: Every unique course in the Course Enrolment file should appear only once in the Course Register file. * The Foreign Fee can be returned on either the Course Register File or the Student File, but not on both. Validation Errors: 310 Record not in correct format – [QUAL] No Field Name Field Title Field Length File Position Student Page No. 4.1 Provider Code 4 1-4 D 41 4.2 Student Identification Code 10 5-14 D 42 4.3 National Student Number 10 15-24 D 62 4.4 Qualification Code 6 25-30 D 71 4.5 Main Subject 1 4 31-34 D 112
Please tick which session(s) you wish to attend: Communication Skills – 23rd Jan 2018 Loss & Transition – 30th Jan 2018 Assessment & Management of Pain – 6th Feb 2018 Symptom Assessment & Management – 27th Feb 2018 Spiritual Care – 6th March 2018 Surname: Dr, Mr, Mrs, Miss, Ms (please delete as appropriate) First name: Place of work: Job title: Address for correspondence: Postcode: Work telephone: Fax: e-mail: Home or mobile contact number: FULL DAY COURSES ONLY – Please specify any special dietary requirements: DO YOU HAVE ANY SPECIAL NEEDS? – Please specify e.g. wheelchair access WHO IS PAYING THE COURSE FEE? Please tick appropriate box Myself Employer (give details below) Other (give details below) Please give full details and address where the invoice for the course fee should be sent:- Cheque for fee enclosed: Tick if appropriate Please make cheques payable to Dorothy House Hospice Care Name person authorising expenditure: Signature of person authorising expenditure: Attendee signature: Date: Return completed form to: The Education Department, Dorothy Winsley, Bradford on Avon, Wiltshire BA15 2LE or by e-mail to: education@dorothyhouse-hospice.org.uk
Scenario States, Modifiers and Triggers Patient State Patient Status Learner Actions, Modifiers & Triggers to Move to Next State 1. Baseline State Rhythm: Sinus tach HR: 130/min BP: 75/35 RR: 26/min O2SAT: 94% T: 36.2oC Patient is screaming and moaning, not obeying commands. Answers simple questions. Learner Actions - ABC, monitors, iv access x2 - Bolus IVF, call for blood - Blood work (inc. G&S) - Needle decompress chest - ± Chest tube insertion - Call for CXR/PXR - Analgesia (fentanyl or ketamine iv) - Check cap sugar (6.4) - Administer TXA 1g iv Modifiers Changes to patient condition based on learner action - No needle decompression by 3 minutes BP 60/30, O2SAT 90%, HR 140 Triggers For progression to next state - Needle decompression 2. Stabilization 2. Stabilization HR 110 BP 95/60 Patient still moans, responds. But less wild after analgesia. Learner Actions - Chest tube insertion - CXR/PXR - Complete px exam - FAST to r/o FF (+ RUQ) - Td 0.5 ml IM - Ancef 2g iv ± gentamycin iv - Irrigate and splint open # Modifiers - No lidocaine for tube insertion patient screams ++ Triggers - Chest tube inserted or FAST complete 3. Repeat hypotension - 8 minutes 3. Repeat hypotension 3. Repeat hypotension HR 125 BP 75/35 As above. Learner Actions - air entry - FAST to r/o FF (+ RUQ) - Pericardial U/S to r/o tamponade - Assess chest tube drainage, consider repeat CXR or U/S - Administer 2u PRBC - Administer TXA 1g iv (if not yet done) - Call general surgery Modifiers - 1 unit PRBC BP 80/40 - No FAST by 10 min BP 70/30 - No FAST by 11 min BP 65/30 Triggers - 2 units PRBC and surgery called 4. Resolution - 12 minutes 4. Resolution
Dryden & Hill Top Learning Federation - Single Equality Policy Action Plan 2016-2019 Planned Outcome Planned Actions / Actioned by Monitored by Achieving Rights Respecting School or Investors in People Consider applying for Right Respecting School Prepare documentation etc Prepare & submit application Sept 18 SLT in each school LC/CC/JT/LJ + SLT EHT Governors Increased number of governors and senior staff who have completed “Safer Recruitment” Training Identify governors from Finance & Staffing committee for training Identify senior leaders from the Federation for training Identify and secure training for above & each school April 2017 April 2017 May 2017 CH CH CH EHT Governors Governors to further develop relationship/ partnership with stakeholders Governors to meet with staff from each school bi annually for a question and answer session/learning walks to attend governor sub-committee meetings to present reports, presentations on areas of work/responsibility Governors to attend parents evenings to be able to talk to parents and gather from parents/carers Sept 2016 Sept 2016 EHT/Chair EHT/DW/LC Govs/DW/ LC EHT Governors To review school behaviour systems in each school. Identify Review current behaviour system with all staff Each School Nov 16 SLT EHT Governors
and implement any amendments and/or changes. (Dryden complete) Make any agreed changes to current system Review general expectations of behaviour in school Agree expectations of role & purpose for 3 Group Rooms (Hill Top) Identify & agree a very clear & transparent system of consequences and sanctions (Hill Top) Communicate to parents/carers and pupils & students Jan 17 Feb 17 Jan 17 Feb 17 SLT SLT SLT All staff SLT LC/CC Improve communication and information to all stakeholders Ensure websites up to date and compliant Ensure systems in to allow for regular updates Consider facebook page for each school Update school prospectus Termly newsletters produced & each school Jan 17 Jan 17 Feb 17 Feb 17 Feb 17 SLT/CH SLT CH SLT CH EHT Governors Excellent SMSC embedded in each school with a clear view of promoting British Values Each school to identify opportunities to promote SMSC and British in the whole curriculum Each School Feb 17 SMSC lead JG/CC P&C committee
Racist and homophobic incidents and other incidents of harassment or bullying are dealt with by the member of staff present, escalating to a class teacher / headteacher where necessary. All incidents are reported to the deputy headteacher/headteacher and racist incidents are reported to the governing body on a termly basis. (see Headteacher’s Report) What is a discriminatory incident? Harassment on grounds of race, gender, disability, sexual orientation or other factors such as socio-economic status, can take many forms including verbal or physical abuse, name calling, exclusion from groups and games, unwanted looks or comments, jokes and graffiti. A racist incident is defined by the Stephen Lawrence Inquiry Report (1999) as: ‘any incident which is perceived to be racist by the victim or any other person’. Types of discriminatory incident Types of discriminatory incidents that can occur are: Physical assault against a person or group because of their colour, ethnicity, nationality, disability, sexual orientation or gender; Use of derogatory names, insults and jokes; Racist, sexist, homophobic or discriminatory graffiti; Provocative behaviour such as wearing racist, sexist, homophobic or discriminatory badges or insignia; Bringing discriminatory material into school; Verbal abuse and threats; Incitement of others to discriminate or bully due to victim’s race, disability, gender or sexual orientation; Discriminatory comments in the course of discussion; Attempts to recruit others to discriminatory organisations and groups; Ridicule of an individual for difference e.g. food, music, religion, dress etc; Refusal to co-operate with other people on grounds of race, gender, disability or sexual orientation. Responding to and reporting incidents It should be to pupils and staff how they report incidents. All staff, teaching and non-teaching, should view dealing with incidents as vital to the well-being of the whole school. A procedure for responding and reporting is outlined below: