zilongwang/ReadingBank huggingface dataset:
Straight Line graphs (Higher) Literacy Gradient, intercept, formula, coordinate, linear Research What is the relationship between a line and its perpendicular? Memory Learn the different forms of the equations of a linear graph Skills Can you work out the equation of the straight line in each case? 1) passing through (7, 17) with gradient 2 2) passing through (0, 8) and (12 ,0) 3) passing through (6, 0) with gradient -3/4 4) passing through (1, 8) and (5, 10) 5) passing through (-4, -2) and (-1, -4) Stretch Can you find two integer coordinates that satisfy Can you rearrange the above equation into a better form? What is the gradient and y intercept of 3y-2x-11=0 @beauchamp_maths
Videos About UST Requirements There are several helpful videos you can order as explained below. Contacts can provide information about availability and cost. Video Title Contact Tank Closure Without Tears: An Inspector's Safety Guide Focuses on explosive vapors and safe tank removal (30 minutes). What Do We Have Here?: An Inspector's Guide To Site Assessment At Tank Closure Inspecting sites for contamination where tanks have been removed. Part 1: Site Assessment Overview (30 minutes); Part 2: Field Testing Instruments At A Glance (14 minutes); Part 3: Soil And Water Sampling At A Glance (7 minutes). Searching For The Honest Tank: A Guide To UST Facility Compliance Inspection Covers major aspects of UST inspections, including protocols, equipment, cathodic protection, and leak detection. Directed at inspectors, yet also helpful to owners and operators (30 minutes). Interstate Water Pollution Control Commission Attn: Videos (978) 323-7929 Tank Time Humorous presentation explains what UST owners and operators must do to comply with the December 1998 deadline to upgrade, replace, or close tanks installed before December 1988 (18 minutes). Scene Three, Inc. (615) 345-3000 Doing It Right Illustrates proper installation of underground tanks and piping for installation crews. Part 1: Tanks (24 minutes); Part 2: Piping (16 minutes). Doing It Right II: Installing Required UST Equipment Illustrates installation of spill and overfill equipment, observation wells, and piping leak detection (23 minutes). Keeping It Clean: Making Safe And Spill-Free Motor Fuel Deliveries Making pollution-free deliveries to USTs. Includes Stage 1 vapor recovery, overfill prevention and spill containment. For fuel tanker drivers and UST owner/operators (25 minutes). Petroleum Leaks Underground How liquids and vapors move in the subsurface and why early response to leaked petroleum is so important. Part 1: How Liquids Move (14 minutes); Part 2: How Vapors Move (15 minutes). Straight Talk on Leak Detection Overview of the leak detection methods available for complying with federal regulations (30 minutes). RBCA: Initial Site Assessment Overview of risk-based corrective action process produced by Shell Oil Company (25 minutes). EPA’s Office of Underground Storage Tanks (703) 603-9900 or visit EPA’s web site at www.epa.gov/oust/oustcont.htm (see videos)
EMAP (WDFW) 2004 to Present 2004 to Present 2004 to Present Flow, Temp., WQ (DOE) 2004 to Present 2004 to Present 2004 to Present Temp, DO (LEKT) 1998, 2007 summer temps 1996, 1999, 2000, 2005 summer temps Fish Adults (LEKT, WDFW) 2000 to present 2000 to present 2000 to present Summer parr (Weyco, WDFW, DOE) 2004 to present 2004 to present 2004 to present Smolts (LEKT) 2002 to present 2002 to present 1998 to present PIT tagging (NOAA,LEKT, WEYCO) 2004 to present 2005 to present 2009 to present Table 6. Results of regression analysis for trends in key parameters through time for each stream individually. Direction of the trend, positive-(+) or negative-(-), and r2 values are reported only for significant relationships (p < 0.10). P value, r2 Metric East Twin West Twin Deep Creek Coho parr densities 0.57 0.83 0.89 Steelhead parr densities 0.24 0.25 0.64 Trout fry densities 0.20 0.57 0.26 Coho parr population 0.37 0.07, (-) r2 = 0.43 0.74 Coho smolt production 0.02, (-) r2 = 0.42 0.16 0.50 Steelhead smolt production 0.07, (-) r2 = 0.23 0.03, (-) r2 = 0.34 0.01, (-) r2 = 0.55 Adult coho 0.07, (-)r2 = 0.17 0.02, (-) r2 = 0.31 0.20 Adult steelhead 0.08, (-) r2 = 0.14 0.004, (-) r2 = 0.40 0.003 , (-) r2 =0.44 Coho overwinter survival .54 .04, (+) r2 = 0.50 NA Coho - Smolt to adult survival 0.05; (+) r2=.27 0.66 0.06, (-) r2= 0.19
(xiii) decoding and encoding words with double consonants in the middle of the word; (iii) decoding and encoding consonant digraphs including ch, th sh, wh, ng, ck, and ph in isolation and in context; (x) using knowledge of base words to read compound words such as football and daydream; (ii) identifying and matching the common sounds that letters represent; (ii) using spelling patterns and rules to determine correct spelling; (v) read, and spell high frequency words, compound words, and contractions; (ix) spelling base words with inflectional suffixes such as ing and ed; (iii) encode common homophones such as two, to, and too; (x) reading abbreviations such as Mr., and Ave.; (xi) decoding and encoding contractions such as haven't; (xi) encoding and decoding contractions such as can't; (xii) reading and spelling at least 300-500 words from a research list; and (xii) identifying and reading at least 100-300 high-frequency words from a research-based list; and (iii) identifying and reading at least 25-100 words with automaticity from a list; and (xiii) monitoring accuracy of decoding and encoding; (iv) recognizing that new words can be created when letters are changed, added, or deleted; (F) (E) demonstrate print awareness by: (i) alphabetizing to the third letter; (i) alphabetize to the second letter; (i) alphabetizing to the first letter; (viii) sequencing the letters of the alphabet;
(ii) use common graphic features to assist in the interpretation of text such as labels, captions, photographs and illustrations; and (ii) identifying the information that different parts of a book provides such as title, author, illustrator, and table of contents; and (i) identifying the front cover, back cover, and title page of a book; (iii) distinguish features of a sentence such as commas and quotation marks; (iii) recognizing the distinguishing features of a sentence such as capitalization of first word and ending punctuation; (ii) recognizing that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries; (iii) holding a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to right with return sweep; (iv) recognizing environmental print; (v) recognizing that spoken words can be represented by print for communication; (vi) recognizing the difference between a letter and a printed word; (vii) identifying all upper- and lowercase letters with automaticity; and (G) (F) demonstrate phonological awareness by: (i) orally generating a series of original rhyming words using a variety of phonograms and consonant blends such as bl, st, and tr; (i) identifying and producing rhyming words in response to an oral prompt;
craft including personal narratives, fiction such as realistic or historical, and poetry; craft including personal narratives, fiction such as realistic or fantasy, and poetry; craft including personal narratives, fiction such as realistic or imaginative, and poetry including personal narratives and poetry including personal narratives and poetry including personal narratives I.A (H) compose informational texts using genre characteristics and author’s craft such as resumes and essays, including personal and informative; (H) compose informational texts using genre characteristics and author’s craft including essays (H) compose informational texts using genre characteristics and author’s craft such as essays and biographies (H) compose informational texts using genre characteristics and author’s craft including essays; (H) compose informational texts using genre characteristics and author’s craft such as essays and reports (H) compose informational texts using genre characteristics and author’s craft such as procedural and reports (H) dictate or compose informational texts using genre characteristics and author’s craft, including procedural (H) dictate or compose informational texts using genre characteristics and author’s craft I.A (I) compose argumentative texts using genre characteristics and author’s craft; (I) compose argumentative texts using genre characteristics and author’s craft such as editorials (I) compose argumentative texts using genre characteristics and author’s craft such as advertisements (I) compose argumentative texts using genre characteristics and author’s craft such as reviews (I) compose argumentative texts that states a personal opinion and reasons using genre characteristics and author’s craft (I) dictate or compose argumentative texts that states a personal opinion using genre characteristics and author’s craft I.A (J) compose correspondence that reflects an opinion, registers a compliant, or requests information in a business or friendly structure; and (J) compose correspondence such as email or blog (J) compose correspondence that requests information such as a business letter; (J) compose correspondence such as thank you notes or letters (J) compose correspondence such as friendly letters (J) dictate or compose correspondence such as friendly letters I.A (K) compose analytical texts using genre characteristics and author’s craft such as literary and rhetorical essays (K) compose analytical texts using genre characteristics and author’s craft including a literary analysis paragraph
Ch. 3 Why would Meursault act on Raymond’s request for a letter if he himself is not an emotional person? Explain Salamano’s relationship with his dog. Ch. 4 Explore why Meursault reacted so passively to Raymond’s violence. Explore the connection Meursault makes between the sounds of Salamano crying and memories of Maman.
Evaluate Meursault’s stated reason for killing the Arab. How do you assess his “reason”? Ch. 5/ Final Discussion What thoughts become important to Meursault after the trial ends? Why? What is the significance of the anecdote Meursault tells about witnessing an execution with his father? What are Meursault’s feelings about the guillotine? In what ways might he be forced into “moral collaboration” with his executioner? The chaplain tells Meursault that his “heart is blind.” Do you agree? Why or why not? Why does Meursault become so infuriated with the chaplain?
CORONERS ACT, 1975 AS AMENDED SOUTH AUSTRALIA FINDING OF INQUEST An Inquest taken on behalf of our Sovereign Lady the Queen at Adelaide in the State of South Australia, on the 10th and 11th days of February, and 13th day of March, 2000, before Wayne Cromwell Chivell, a Coroner for the said State, concerning the death of Kenneth Charles Strangways. I, the said Coroner, do find that Kenneth Charles Strangways, aged 34 years, late of Salvation Army William Booth Hostel, Adelaide, died at the Royal Adelaide Hospital on the 27th day of November, 1997 as a result of aspiration pneumonia following seizure with concomitant global severe anoxic encephalopathy following earlier respiratory and cardiac arrest. I find that the circumstances of death were as follows:- 1. Background 1.1 Kenneth Strangways was born in Port Augusta on 10 September 1963. He was one of six children. Their father was an Arabana man whose people came from the Finke River area. 1.2 Kenneth’s brother Bradley said that he was an average student at school in Port Augusta, and was not regarded as “retarded” (Exhibit C.12, p2). He worked on cattle stations after leaving school. His father died in 1982. 1.3 Bradley said that Kenneth was affected very badly by his mother’s death in 1992. He said that he “lost the will to live”. He drank even more heavily than before, and the family were unable to assist him. He said:- “He would drink with anyone anywhere and he came to live in Adelaide and hang around Victoria Square”. (Exhibit C.12a, p3) 1.4 In 1992, it appears that Mr. Strangways was involved in a car accident, as a result of which he suffered head injuries. He underwent neurosurgery, and a plate was inserted in his head. His brother said:-
Section Seven Promoting knowledge and understanding of the general and specific duties amongst employees Our objectives above include the commitment to developing and implementing a comprehensive training and awareness programme for all staff in respect of the general and specific duties. We will deliver this through a variety of methods: Ensuring that our induction programme and process includes knowledge and awareness of the duties and what they mean for staff A general training and awareness programme in respect of the duties for all staff Training for all senior managers and governors in respect of the duties and their responsibilities Training for appropriate teaching staff in respect of curriculum Training for tutors and the production of appropriate material for tutors to use with learners. This will assist in mainstreaming equality for all protected groups into learner culture and behaviour Tailored appropriate training on assessing the impact of policies and functions on all protected characteristics for appropriate staff Tailored targeted disability training for identified priority staff Mainstreaming of equality and the duties into all professional development training programmes
PRODUCTION SUPPORT The Council must also take account of the radical changes which have occurred in the publishing trade over the last ten years. The Council’s support for a handful of publishers in NI which sought to publish work of literary merit (traditionally understood), was always a contentious one, as such subsidy was often perceived as tilting market forces. This was, of course, true; but sustaining the production of books which may have had a limited market was a valid activity of an arts council, given that the alternative was no product of literary merit published in the geographical location from which it originated, which is where its first and perhaps only audience might be expected to be found. However, as the mechanics of publishing have changed radically, it is clear that current practice may not adequately match the needs of the sector. Most authors from NI are currently published by GB-based or RoI-based publishers, and many of those publishers have been able, on a title-by-title basis singly or through engagement with a programme of publishing, title-by-title, through Lottery Project Funding, it is an obvious recommendation for the Council to advocate this method of support and that route for accessing it as the most effective one in this publishing climate; and encouraging publishers from elsewhere to explore its funding schemes when considering an author or a title ‘of benefit to Northern Ireland’. In tandem with this, it is clear that the phenomenon of ‘self-publishing’ would remain outside the Council’s priorities – enabling individuals to finance the production of their own work, frequently from printing firms rather than ‘publishers’ as such, would be a step backwards in identifying quality work. Hence, while funding schemes are open to all with an intent to make application, including any organisation which wishes to publish the creative work of an individual, individuals would not be encouraged to source such funding from programmes aimed at organisations; and production costs for self-published work would not be eligible under support for individual artists. ACTION Designate the eligibility of non-NI and non-Ireland-based publishers for Lottery Project Fund & Small Grants support WINDOWS & DOORS
Haemovigilance in Australia – Roles and Responsibilities Local Organisation (Private and Public Hospital, LHN) State or Territory National Incident Management Incident management system Manage incident and identify causation Monitor and review and quality improvement process Incident management reporting and local governance Escalate/notify depending on severity (eg supplier/TGA (eg product issue) Review by clinical group, Governance Committee/Quality Improvement Committee Incident management reporting and governance depending on severity level Escalated from local organisation to state/territory If issue identified at state/territory level, deal with at state/territory level Compare with supplier/TGA reporting if required Incident management reporting depending on severity level as a notifiable event through supplier contracts Escalated from local organisation to TGA/Supplier (eg product issue) Compare with supplier/TGA reporting if required
We are partners in your care We work to make sure you get the best care possible. We will: 0TGive0T you timely and complete information about your care 0TAsk0T about and listen to your concerns 0TExplain0T things in a way that you can understand 0TEncourage0T your involvement in making decisions about your care and support your choices 0TInvolve0T family and friends in ways that you wish What can you do? 0TTell doctors and nurses about your health.0T Tell us about yourself and how you are feeling. Don’t assume we know everything about you. 0TMake sure you understand what doctors and nurses tell you.0T Repeat back what they say in your own words to make sure they explained things well. 0TAsk questions until you understand the answers.0T Make sure you get the information you need. 0TTell us who you want involved in your care.0T You get to decide if you want family or friends to take part in conversations about your health.
Enrollment Needed for 3% Growth 83 Actual 78 80 83 85 88 91 85 The chart above indicates the number of students necessary for an assumed 3% growth. This growth will be accomplished through continued initiatives to increase persistence, dual enrollment, on-line course delivery, and partnerships with local Ault Education Programs, in conjunction with expanded offerings at specific satellite locations.
Food Science & Nutrition Continued expansion of program in 2015 and 2017 One (1) Full-Time Faculty $80,000 Two (2) Adjunct Faculty $4,700 Fall 2014 20 Students Faculty/materials: 40x $5,300 = $212,000 Equipment: 0 TOTAL: $212,000 Agricultural Science One (1) Full-Time Faculty $80,000 Lab Assistant $35,000 Farm Manager Modular Housing $175,000 Equipment $350,000 Complete listing of equipment needs is noted in Addendum A Fall 2013 20 Students Faculty/materials: 40x $5,300 = $212,000 Equipment: $350,000 Facilities/Renovations: $175,000 TOTAL: $737,000 Energy Services & Technology Advanced Certificates (Later Growth) Solar Heating Geo Thermal Small Wind Photovoltaic Licensing Opportunities: Plumbing Propane Biomass One (1) Full-Time Faculty $80,000 One (1) Adjunct $2,350 Equipment Supplies Fall 2013 20 students Faculty/materials: 40x $5,300 = $212,000 TOTAL: $222,000
Health Information Technology OL Cohort IT Assumptions include: Average increase of 24 students per program per year Average bandwidth requirements/factors Average disk space requirements/factors One (1) Full-Time Faculty $80,000 One (1) Adjunct $2,350 Yearly Cost $5,645 This includes: Additional Licensing Fees Additional Storage Space Additional Bandwidth Additional Server Processing Power/Equipment Fall 2012 20 Students Faculty/materials: 40 x $5,400 = 212,000 Equipment: 5,645 TOTAL: $217,645 Associate in Liberal Studies Implementation of concentrations to 4-year programs Two (2) Adjunct $4,700 Fine Arts Journalism Languages Criminal Justice Fall 2014 25 Students Associate in General Science Implementation of concentrations to 4-year programs Two (2) Adjunct $4,700 Pre-Pharmacy Pre- Veterinarian Biology Pre- Med Tech Fall 2012 50 Students Electrical Lineworker (LW) Second (2nd) Group of LW students One (1) Full-Time Faculty $80,000 One Adjunct $2,350 Equipment: 6 – 60’ Poles $3,180 Safety Equipment ($300 per student) $5,400 2 -2 man trucks (168,000) $336,000 Trailer $40,000 Facilities: General building/garage Parallel Road Construction $500,000 Fall 2013 18 Students Faculty/materials: 18x $5,300 = $95,400 Equipment: $384,580 Facilities/Renovations: $500,000 TOTAL: $979,980 Mental Health Program Transfer Options: 2 + 2 to UMA Social Service Degree 2 + 3 to UMO Master in Social Work One (1) Full-Time Faculty $80,000 One Adjunct $2,350 Fall 2012 20 Students Second (2nd) Group of PMT students One (1) Full-Time Faculty $80,000 Fall 2012 18 Students
Our Motto: Sowing the Seeds for Success Our Values: Learning Friendship Safety Respect Our goal; To provide a variety of educational opportunities in a family friendly learning environment. Everyone will have opportunities to achieve their personal best and to celebrate their achievements with the community. Curriculum Students / Staff Community Workforce Successful Learners Successful Learners Community Partnerships Positive Environments Skilled Workforce Empowered Leadership The Basics Literacy Numeracy Technology Australian Curriculum Ready to transition to the next stage of learning. Links with Burnie High School Links with Early Childhood Intervention Service Emotional/Social Wellbeing Happy Adaptable / Flexible Confident Resilient Risk-Takers Physical Wellbeing Move Well, Eat Well Swimming Life Skills Education valued by all. Collaborative Families engaged with learning. All adults in our school community are positive role models. We are involved in local projects/resources. Wetlands We are working with Burnie schools, eg. sport, transition Natone School activities promoted widely within the area. Staff value education and learning. Teachers are confident to teach across all Grades, in all curriculum areas. Resources are maintained. Feedback culture is promoted, to enhance performance.
network in Australia. Foster and maintain relationships with members. Products & Services Marketing Enable members and clients Australia-wide to network regularly. Marketing 3. Excellence in product and service delivery. Continually improve products and services to meet changing business needs. Marketing Products & Services Develop a knowledgeable and highly-skilled staff. ALL Produce a profitable range of products and services. Marketing New Ventures SWOT Analysis Strengths One-stop shop One of the largest professional networks in Australia Reputable and trusted Offer range of specialist services Multiple marketing channels (online, face-to-face, email, web, print) Wealth of knowledge and experience in HR, Marketing and Small Business Innovative and responsive Low overheads Membership features (unique) Value for money Weaknesses Average customer service Lack of gravitas Lack of knowledge in international business Lack of market research/information Ad-hoc approach to marketing Internal systems and processes Lack of integration between departments Outsourcing of services Lack of customer perception High staff turnover Technology-dependant Limited membership types
Red Clay Consolidated School District Strategic Plan Support Application SY 2017-2018 Schools and departments are encouraged to explore strategies and programs that align to the district’s 5 Strategic Plan goals for 2017-18. Funding is provided through the Extra Time Match Tax and should focus on activities related to “providing extra instructional time for low achieving students in order that they may improve their academic performance.” Funding proposals may be submitted for programmatic initiatives that support new or existing programs directly related to the Strategic Plan. Funds are limited and projects will be reviewed based on their overall cost, quality, need and relevance to the Strategic Plan. Funding requests can vary and a dollar maximum is not specified; however, it should be recognized funding is limited. It is also important to note funding requests are annual and not automatically renewed in subsequent years. If funds are needed next year, a new application must be completed. Please note: Projects should not include a request for a sub position. If instructional time is required, it should be budgeted on an hourly basis of the current EPER rate of $28/hr plus an OEC rate of 30.98% for FY18. Programs may also contract with a vendor for the provisions of services with negotiated rates. Proposals will be accepted and reviewed monthly Superintendent’s Cabinet meetings until funding is exhausted. The first reviews will be August 2017. A final report will be due upon completion of the project. Building or Program: Applicant Contact Information: Project description and rationale as related to the goals and strategies of the Strategic Plan:
What are the Nurse Bedside Shift Report tools? This section provides an overview of the tools included in this strategy. Blank cell Use this tool to Description and formatting Tool 1 Nurse Bedside Shift Report: What is it? How can you get involved? Inform the patient and family about what bedside shift report is and how they can take part Given to patients on the day of admission, this handout explains what bedside shift report is, what patients and family or friends should expect, and what they need to do. It should accompany a verbal explanation by bedside nurse. Format: Tri-fold brochure. The electronic version of the tri-fold checklist provides information about how to fold the brochure by indicating the front and back covers. Tool 2 Bedside Shift Report Checklist Train and remind nurses of the critical elements of bedside shift report Made available at training and all shift changes, this checklist highlights the six elements required to complete bedside shift report. As they would like, nurses can write on the form during bedside shift report. Format: 1-page handout Tool 3 Nurse Bedside Shift Report Training Prepare nurses to conduct bedside shift report Slides and talking points to train nurses to conduct a bedside shift report and to help them understand how to engage patients and family members in the process. Format: PowerPoint presentation with embedded video What are the resources needed? Resources needed for bedside shift report will vary from hospital to hospital depending on the size and scope of what you want to accomplish. Staffing. Staff involved in implementing bedside shift report include time for: the point person and multidisciplinary team to identify needs and adapt the strategy; the trainers; a registered nurse champion per shift; nurse managers, who provide support; and implementation team members who monitor and provide feedback during shift changes for at least 2 weeks after implementation. Staff carry out bedside shift report as part of their regular duties. Costs. Material costs include printing of the patient and family brochure (Tool 1: Nurse Bedside Shift Report: What is it? How can you get involved?) and lamination or printing of the nurse checklist (Tool 2: Bedside Shift Report Checklist).
Act. 1. Set up a process to identify and solicit potential collaborative technology projects, prioritize them June 2014 and select one to implement in FY15. 4. Provide Statewide Leadership for Stronger Library Collaboration C/W MARS will be an active leader and participant in the future of library collaboration. This will include dialog and collaborations with MBLC and MLS to refine and to improve statewide library services as well as new collaborations with other library networks to explore and expand member library service to users. Obj. 1. Actively participate in the MassLNC and Evergreen community to enhance the effectiveness of the Evergreen open source ILS system for member libraries and their users. Act. 1. Actively participate in and support MassLNC. Act. 2. Attend annual Evergreen International conferences and participate in community activities that advance the effectiveness of the Evergreen ILS system. Act. 3. Contribute all software and documentation developed by and for the C/W MARS Evergreen system to the Evergreen community under the GNU General Public License (GPL) and Creative Commons Attribution-Share Alike License, as appropriate. Obj. 2. Collaborate with other organizations on statewide technology projects which meet identified member library needs, increase access to information, and lower costs through economies of scale. Act. 1. Participate in the MBLC Resource Sharing Committee projects for a statewide e-book platform, a statewide library card, and a statewide discovery platform. Act. 2. Support member libraries which are part of the statewide e-book platform by configuring SIP, Z39.50, NSIP, or other necessary connections to the Evergreen ILS system. Act. 3. Implement the new Autographics statewide Virtual Catalog by December 2013. Obj. 3. Advocate for increased state funding for shared library and automated network services. Educate stakeholders and legislators on the importance of the Small Libraries in Networks (SLIN) grants and including all area public libraries in resource sharing networks. Act. 1. Participate in the development of the legislative agenda by working with the MBLC staff, commissioners, and the MLA Legislative Committee. Act. 2. Participate in Legislative Day and Breakfast sessions to inform state legislators on the importance of line 9506 and other state funding for libraries, library networks, and the Mass Library Systems. Act. 3. Advocate for increased funding in the SLIN grant program to ensure all public libraries in Central and Western MA that want to become circulating members of C/W MARS have an affordable path to do so
Plans for 2016 Develop student portfolios Expand on-line opportunities for students Conduct data analysis of the cornerstone tasks and evaluate and revise the curriculum, tasks, and rubrics Label the 4C’s in all performance tasks in the curriculum units and link them to their respective 4C’s rubrics
VALUE PROPOSITION ACEC of Louisiana is committed to providing a competitive advantage for its member firms through the following: Political advocacy to foster a positive business climate. Industry advocacy to provide a strong voice for our profession. Qualifications-Based Selection (QBS) procurement support to maximize the benefits to members, clients and the communities we serve. Member educational programs to improve business performance, develop leaders, and assist firms in meeting professional continuing education requirements Collaborative partnerships to provide networking opportunities and heighten the image of ACEC/L. Member firm promotion to enhance client awareness and elevate industry image. Membership value through cost saving benefits and affinity programs. Strategic Goal #1: Increase Membership by 25% through diversification and engagement Actively recruit and retain members by offering benefits, affinity programs and association resources that leverage membership value and enhance member firms’ success Key Action Items: Grow the Firm Membership Count by 5% annually resulting in 184 firms by December 2022.
9:00 – 10:00 a.m. Welcome, Introductions and Agenda – 30 min Network Director Planning Facilitator Strategic Planning Overview and Methodology (presentation available from RHI) – 30 min 10:00 – 12:30 p.m. Strategic Planning – Part I Vision and Project Goal Check-In and Commitment –30 min Environmental Scan (presentation – see pages 12-13 of this guide) – 30 min Environmental Analysis to Prioritize Levers and Blocks – 90 min 12:30 – 1:15 p.m. Lunch 1:15 – 3:45 p.m. Strategic Planning – Part II Strategic Objectives Workshop – 120 min or Strategic Objectives Check – In Discussion - 60 min Strategic Objectives Crosswalk with Levers and Blocks chart Alignment of Strategic Objectives with Mission and Vision – 30 min 3:45 – 4:30 p.m. Communication and Measurement Exploration – 35 min What does success look like? How are we going to communicate today’s work? Board/Advisor Approval Process for next board meeting Planning Event Conclusion and Closing – 10 min Strategic Planning Agenda: Multiple-Day Sessions [Rural Health Network] Strategic Planning Event [Date and Time] [Location City, State]
IDEAL Discharge Planning Checklist Fill in, initial, and date next to each task as completed. Patient Name: Initial Nursing Assessment Prior to Discharge Planning Meeting During Discharge Planning Meeting Day of Discharge Identified the caregiver at home and backups Told patient and family about white board Elicited patient and family goals for hospital stay Informed patient and family about steps to discharge Distributed checklist and booklet to patient and family with explanation Scheduled discharge planning meeting Scheduled for / / at [time] Discussed patient questions Discussed family questions Reviewed discharge instructions as needed Used Teach Back Offered to schedule followup appointments with providers. Preferred dates / times for: PCP: Other: Medication Reconciled medication list Reviewed medication list with patient and family and used teach back Appointments and contact information Scheduled followup appointments: 1) With on / / at [time] 2) With on / / at [time] Arranged any home care needed Wrote down and gave appointments to the patient and family Wrote down and gave contact information for followup person after discharge
Network Vision: We are a network of health delivery systems in our rural communities creating integrated solutions to improve the quality and coordination of care, expand access to care, and improve cost effectiveness. Focus Question: What are the key strategic objectives that will guide this network from today’s reality toward tomorrow’s vision? Objective and Method: Gaining consensus agreement on key strategic objectives that are aligned with our network’s vision. We have committed to our network vision and identified the key levers and blocks of our current reality. In this discussion we will begin by individual brainstorming actions and activities that will move us toward our vision and then spend time together clustering our ideas and gaining consensus on key strategic objectives that will provide guidance to our network over the coming 2-3 years. Consensus Strategic Objectives Develop Revenue Generating Services for Network Sustainability Support Member Awareness of Health Care Changes Nurture Member Relationships Increase Board Engagement Promote Network Visibility Increase Provider Involvement Small Group Ideas and Actions Data Yearly dues Develop regional purchasing group Revenue generating services GPO with local retailers Expanding revenue streams Community health education Telemedicine partnerships Revenue through telemedicine IT technical assistance [for both] software/hardware Educate members on current technologies Develop physician recruitment service Develop HR support service Educate physicians on HIE Outreach and education for health insurance marketplace Website development for education Educate members about healthcare market Physician education on changes Attend national conferences on health care changes, PCMH, ACO, etc. Roundtables More communication on sharing Develop member round-table for discussion Consistent and effective communication structure Utilize a member list serve Complete member collaboration assessment Institute board meeting consent agenda Develop network strategy dashboard Network director meets 1:1 with board members Complete member needs assessment Gain board consensus on network vision Complete board member training on collaboration and cooperation Brand marketing plan; including member services and vision Attend member leadership meetings two times per year Ad campaign; website, Facebook, etc. Host community education event Recruit champions in community partner organizations Create an advisory committee of providers to navigate health care changes Bring providers onto network board Use this facilitation worksheet to design the discussion to ensure alignment of the objectives with the vision and mission of the network. Rational Objective: confirming alignment of new strategic objectives with network vision and mission Experiential Objective: have the group gain understanding and comfort of new network strategic objectives relative to the organization’s vision and mission
Optional: Strategic Map Communication Plan This section details how the strategic objectives and initiatives are communicated throughout the network and partner organizations. Consider using a visual to illustrate the communication plan. This section should be no more than two pages. Add rows as needed. What is being Communicated? Audience of Communication Mode of Delivering Information Frequency of Delivering Information Person Responsible for Communication Mission / Vision Strategic Objectives
Apologise Names Job Title/Organisation Colin Ansell (AS) Director of Integrated Support Services (LBN) Elizabeth Saunders (ES) Director of Health, Housing and Social Care (LBN) Cat Everett (CE) Commissioner, Adults (LBN) Kadi Debbah (KD) Project Officer, Pro-active Minds Officer Maria Neaves Newham Police, Safeguarding Adults Welcome, introductions and apologies Actions EH welcomed all attendees, introductions given and the apologies were accepted. This meeting was convened as a means of sharing intelligence and information between representatives of the London Borough of Newham and the commissioned providing service. The minutes are a summary of discussions: NOT A VERBATIM RECORD. Minutes and matters arising from the last meeting EH minutes from the previous meeting (25/01/2018) were agreed and recorded to be accurate, the presentations and any other documents had been circulated. EH went though the completed actions, set by the previous Provider Forum held on 25/01/2018; Agnes Olagunju (AO) to present ‘Carers Strategy Refresh’ at the next forum scheduled for 18/09/2018. Lydia Drummond (LD) to present ‘Living Well Local’ at the next forum scheduled for 18/09/2018. Michael Jones (MJ) to present update on Supported Living Services at the next forum scheduled for 18/09/2018. Minutes agreed and all actions completed. Business Support for Providers/ SME’s Glen Addis (GA) GA presented a presentation on ‘Business Support for Providers/ SME’s’ GA informed of providing free support to SME’s service. GA briefly went through the background details; East London Business Place (ELBP) existed since 2008 Providing business support to SME’s and social enterprises across East London & the Thames Gateway Also facilitate contract brokerage between local SMEs buys in public and private sectors. Partnered with Newham College (NCFE) for Fit for Legacy Programme from 2013 to 2014. Ran number of programmes including; SME Support Programme,
I feel confident that I or someone close to me can take care of me at home. Ask: How do I take care of any wounds, cuts, or incisions? Can you show me how to do this? What foods or drinks should I avoid? For how long? Are there any activities I should not do like driving, sex, heavy lifting, or climbing stairs? For how long? What exercises are good for me? When and how often should I do them? What do I need to do to make my home safer? My family or someone close to me knows I am coming home and knows the next steps in my care. Ask: Will I need help when I get home? If so, who will help me? What do they need to do to get ready? What should I do if there is no one at home who can help me? I know what my medicines are and how to take them. Ask: What medicine(s) do I need to take when I leave the hospital? Do I take the same medicines that I took before I went into the hospital? What is the name of this medicine? Is this the generic or brand name? Why do I take this medicine? When and how do I take this medicine? How much do I take? What does this medicine look like? What are potential side effects of this medicine? What problems do I need to look out for? Will this medicine interfere with other medicines, foods, vitamins, or other herbal supplements I take? Where and how do I get this medicine? What medicines can I take for pain? Upset stomach? Headaches? Allergies? I know what problems to look for and who to call if I have problems at home. Ask: What problems do I need to watch for when I get home? If I have problems, how do I know when I should call? Who do I call if I have questions or problems when I get home? If I have questions about my care after I leave the hospital, should call at I know when my followup appointments are and how to get there. Ask: What appointments do I need after I leave the hospital? Can the hospital help me make these appointments? Am I waiting on results of any tests? When should I get the results? Are there tests I need after I leave the hospital?
Overview of transaction types applicable under the STS Type of Permit Permit Types of Trade Nature of Approval Qualifying Criteria Individual Permit - Export, Re-export, Transhipment, Transit, Intangible Transfer of Technology Approval given per transaction Registered Trader with Singapore Customs Bulk Permit Approval by Specific Entities Export, Re-export, Transhipment, Intangible Transfer of Technology Pre-approved multiple products to multiple Registered Trader with Singapore Customs Have good compliance records with Singapore Customs Implement an Effective ICP Achieve at least an ‘Enhanced’ Band under TradeFIRST Approval by Countries of Destination Export, Re-export, Intangible Transfer of Technology Pre-approved multiple products to multiple countries of destination
Annual Plan 2018 - 19 Strategic Goal 1 KPIs Achieved/Completed Responsibility Homestead Compensation Communication Network Accounting software Governance Manual Strategic Plan Meet with previous occupants Update emails and Webpage Review Financial Policy Review Governance Manual Review Strategic Plan July 2018 August 2018 September 2018 October 2018 November 2018 Renata, Yvonne, Arthur Yvonne, Arthur, Renata Arthur, Yvonne, Renata Arthur, Renata, Yvonne Renata, Arthur, Yvonne Strategic Goal 2 Property Maintenance N.W.R. Maintenance Property Building & toilet Fresh Water Facility Bee Hives Develop Contractual Agreements Review pest eradication Meet with Department of Conservation Locate existing Water Line Investigate Market Interest August 2018 July 2018 December 2018 September 2018 October 2018 Arthur, Renata Arthur, Yvonne Arthur, Renata Renata, Yvonne Arthur, Yvonne Strategic Goal 3 Urupa Maintenance Public Relations General Meetings Trustee Succession Review Urupa Policy Prepare P.R. Policy Prepare G. M. Policy Review Policy & promote trustee succession November 2018 September 2018 July 2018 August 2018 Yvonne, Renata Arthur, Yvonne Arthur, Renata Arthur, Yvonne, Renata
Figure 12. The Leadbeater’s Possum reserve system and other areas of montane ash forest or Snow Gum woodland within the formal parks and reserves system (shown by the overlap of the grey shading on the parks and reserves). Table 3. The area of the Leadbeater’s Possum reserve system unburnt during the 2009 wildfires, and the area of montane ash forest or Snow Gum woodland habitats in parks and reserves additional to areas in the Leadbeater’s Possum reserve. Total area (ha) Area burnt (ha) unburnt (ha) Leadbeater’s Possum reserve 30,500 13,156 17,344 Ash or Snow Gum in parks and reserves outside of Leadbeater’s Possum reserve 43,156 16,999 26,157 Total Leadbeater’s Possum reserve and ash or Snow Gum in parks 73,656 30,155 43,501 Table 4. The area of predicted currently occupied Leadbeater’s Possum habitat in conservation reserves (parks and reserves and the Leadbeater’s Possum reserve system) and in state forest at two predicted levels of occupancy. Conservation reserves (ha) State forest (ha) (ha) > 50% probability of occupancy 15,243 20,521 35,764 > 30% probability of occupancy 32,582 61,243 93,825
Improving Discharge Outcomes with Patients and Families Evidence for engaging patients and families in discharge planning Nearly 20 percent of patients experience an adverse event within 30 days of discharge., Research shows that three-quarters of these could have been prevented or ameliorated. Common post-discharge complications include adverse drug events, hospital-acquired infections, and procedural complications. Many of these complications can be attributed to discharge planning problems, such as: Changes or discrepancies in medications before and after discharge, Inadequate preparation for patient and family related to medications, danger signs, or lifestyle changes,, Disconnect between clinician information-giving and patient understanding Discontinuity between inpatient and outpatient providers Involving the patient and family in discharge planning can improve patient outcomes, reduce unplanned readmissions, and increase patient satisfaction., More and more, hospitals are focusing on transitions in care as a way to improve hospital quality and safety. As one indicator of this, the Centers for Medicare and Medicaid Services implemented new guidelines in 2012 that reduce payment to hospitals exceeding their expected readmission rates. To improve quality and reduce preventable readmissions, [insert hospital name] will use the Agency for Healthcare Research and Quality’s Transitions from Hospital to Home: IDEAL Discharge Planning process to engage patients and families in preparing for discharge to home. Key elements of IDEAL Discharge Planning Include the patient and family as full partners in the discharge planning process. Discuss with the patient and family five key areas to prevent problems at home: 1. Describe what life at home will be like 2. Review medications 3. Highlight warning signs and problems 4. Explain test results 5. Make followup appointments Educate the patient and family in plain language about the patient’s condition, the discharge process, and next steps throughout the hospital stay. Assess how well doctors and nurses explain the diagnosis, condition, and next steps in the patient’s care to the patient and family and use teach back. Listen to and honor the patient’s and family’s goals, preferences, observations, and concerns. This process will include at least one meeting to discuss concerns and questions with the patient, family of their choice, and [identify staff]. What does this mean for clinicians? We expect all clinicians to: Incorporate the IDEAL discharge elements in their work Make themselves available to the [identify staff] who will work closely with the patient and family Take part in trainings on the process
*This strategic consideration only applies if the planning scheme includes an LPPF at Clause 20 What effect will any change to the MSS have on the rest of the MSS: Is the amendment consistent/inconsistent with strategic directions elsewhere in the MSS? Has the cumulative effect of this amendment on the strategic directions in the MSS been considered? Does the new or amended local planning policy: respond to a demonstrated need? implement an objective or strategy in the MSS? relate to a specific discretion or group of discretions in the scheme? assist the responsible authority to make a decision? assist any other person to understand whether a proposal is likely to be supported? Does the amendment affect any existing local planning policy or tool? Is a local planning policy necessary OR is the issue covered by another planning tool or decision guideline? Does the amendment support or implement the MPS? *This strategic consideration only applies if the planning scheme includes an MPS at Clause 02 How does the amendment seek to implement or support the MPS? Does the amendment seek to change the strategic directions of the MPS? If so, what is the change? What effect will any change to the MPS have on the rest of the MPS? Is the amendment consistent/inconsistent with strategic directions elsewhere in the MPS? Is the amendment consistent/inconsistent with strategic directions elsewhere in the MPS? What is the cumulative effect of this amendment on the other directions in the MPS? Does the amendment make proper use of the VPP? Does the amendment use the most appropriate VPP tool to achieve the strategic objective of the scheme? Does the amendment affect, conflict with or duplicate another existing provision in the planning scheme that deals with the same land, use or development?