zilongwang/ReadingBank huggingface dataset:
Gather information about needs Outreach and awareness is a reciprocal relationship in the community learns about your program and you learn about community needs. As you establish relationships within the community, use these as opportunities to gain insight into community needs in digital literacy. Often community members are aware of where the gaps in digital knowledge are and what has caused of those gaps. As you provide information, be open to opportunities to gather input that can help you better address community needs. Reaching your audience The audience for your trainings can consist of a wide of individuals and groups, but each of these groups may need to be reached in different ways. In order to reach your audience, the first step it to define your different target groups. Defining your target audience The first step to reaching your audience is defining the group they represent. Once you have defined that group, you can develop strategies for reaching them. We can divide audiences into two types – internal and external. Internal audiences refer individuals internal to an organization, business, or agency – different departments, employees, and clients/patrons. External audiences refer to individuals external to an organization, business, or agency – other organizations, businesses, or agencies. Each will require different outreach and awareness strategies. Internal audiences Internal audiences can be easier to extend outreach and awareness to you may already have preliminary or established relationships with them. Communications with this internal audience can be simpler to initiate as you may familiar with each other. It’s important to remember to keep internal outreach and awareness as thorough and professional as external outreach and awareness. Contacts already begun require the same care and development as those we are just beginning. Strategies for contacting internal audiences include:
Slide 15 To open the website for any item in the search results, place your cursor over the link and click once. 16 Notice that Google tells you how many results your search produced. Generally, the number of results is in the high thousands or millions. This is far too many results to allow you to search through all of them. It also means that your search term may be much too general. Slide 17 Searches vary enormously depending on the keywords we choose. Because Google only searches for the you give it, and not the thought behind your choice, it is not always very “smart” about finding what you want. Google is like any tool – you need to learn how to use it effectively! Good example – bronco – horse or football team – Google gives you both results Good example – colt – gun, horse, or team – Google gives you all the results
Performancebased standards Suitable for industries subject to changing circumstances (e.g. due to technological change) Greater flexibility in dealing with technical matters Encourages leastcost means of achieving the outcome Lower compliance costs May encourage continual improvement through innovations May lead to uncertainty as to whether actions undertaken satisfy standards set by regulation Generate uncertainty because circumstances giving rise to prosecutions may be determined subjectively May require high levels of guidance Increased risk of noncompliance because standards may not be uniform across the industry Processbased regulation Suitable for controlling substantial but diverse risks Can be applied to complex areas of different operations subject to technological change May promote innovation in the development of risk mitigation practices May encourage greater ownership and accountability for risk mitigation practices May be costly to administer (particularly for small firms) There is a risk of regulatory creep where scope of risks covered or standards of controls required increase over time Potential for overlap with other general regulation Targeted regulatory requirements Suitable where regulated entities or activities pose varying risks Enables proportionate targeting of regulatory requirements (and focussing of enforcement activity) on the basis of risk Effective in ensuring that regulatory burden faced by regulated entities is not disproportionate/excessive May only be feasible where there is a detailed understanding of the risk profile and ability to differentiate risk across regulated activities Regulation can also be viewed along a ‘continuum’, with explicit government regulation representing one end of this continuum, and selfregulation at the other extreme (see Figure 2). Figure 2: Regulation continuum Selfregulation Selfregulation (or voluntary codes of practice or standards) refers to the benchmark actions or procedures, as determined by the particular industry or profession, that are generally acceptable within the peer group and the wider society. The relevant industry is solely responsible for enforcement, although government may also be involved in a limited way – for example, through the provision of advisory information. Selfregulation usually implies that firms in an industry or members of a profession have accepted mutual obligations. These obligations are often described in a code of practice or conduct. Advantages Disadvantages Because of agreement between major industry participants and therefore high levels of awareness, compliance may be high No legal remedies exist for breaches of the code or agreement
While the impacts will clearly depend on the specific nature of the option being assessed, Table 1 below lists some examples of economic/financial costs and benefits that may need to be considered in the CBA. As shown in Table 1, the costs of administration, compliance and enforcement associated with the proposed options should be included within this category. The methodology outlined in the Regulatory Change Measurement Manual may be used to measure the regulatory costs of the different options. Table 1: Examples of economic/financial costs and benefits Group Examples of Examples of benefits Business Additional costs incurred arising from changes required to production, transportation and/or marketing procedures Licence fees or other charges levied by government Higher input costs, including the additional costs of shifting to other sources of supply Costs resulting from delays in the introduction of goods or services to the marketplace and/or restrictions in product availability Costs associated with lower productivity because the proposed measure causes diversion from ‘core’ business activities Costs of time and legal/consultancy fees required for familiarisation with regulatory requirements Additional reporting requirements and other paperwork associated with administrative burden Costs of internal inspection, monitoring, audit fees and legal fees to ensure compliance Benefits arising from increased efficiency/productivity as a result of the measure, may emerge in the form of reductions in costs due to the removal of restrictions on competition and/or removal of marker power of an input supplier Reductions in workplace accidents and injuries, and healthier workforce (increased human capital) Improvements in market information Ability to take greater advantage of economies of scale Consumers Higher prices for goods and services Reduction in the quality or choice of and services Delays in the introduction of goods and services and/or restrictions in product availability More difficult or more expensive options for seeking redress Lower prices for goods and services (e.g. due to the removal of restrictions on competition) Improved safety of goods and services Increases in the quality and choice of goods and services Provision of greater information about goods and services Government Same as costs listed under ‘business’ to the extent that the proposed measure applies to the government sector, including local government Administration costs (e.g. processing of permits and applications, publicity and guidance, advice lines) Enforcement costs incurred by regulator (including any legal expenses) Implementation to government enforcement agencies. If local government is to administer/enforce regulation, costs of training and assistance that will be made available to local government Improvements in public health, resulting in lower costs to the public health system and worker compensation payments (e.g. where regulation is to improve health and safety) Improved information to the government
participatory in some aspects of the presentation. discussion of rationale is presented at the conclusion. 3-4 Classmates are somewhat engaged with use of critical research tables and data 3-4 Some important data about the diagnosis being presented is omitted, inaccurate or biased. 2-3 Classmates are interested but material is not clear or engaging in its presentation 2-3 There is insufficient information in the presentation or data inaccurately displayed. 2 Information is just read without emphasis on what is visually presented. Classmates have lost interest Below 2 Does not fulfill a research based approach nor evidence- based treatments you would expect for this diagnosis.
Listening Exercise: “A Thousand Words for One Picture” This exercise requires participants to follow directions without having a chance to clarify the directions by asking questions. It demonstrates what happens to abilities to listen when anxiety increases. The resulting interpretations illustrate the importance of feedback in effective communication. Specific objectives are: a) To demonstrate the need for feedback; b) to demonstrate the role increasing anxiety plays in decreasing the ability to listen effectively; c) to illustrate how a given direction conveys different meanings to various individuals. Equipment: Students need pencil and 81/2” by 11” piece of paper. Procedure: Faculty member reads the following directions to the student group. Each step should be read aloud only once; no questions may be asked by the students about the directions. Directions: Place the paper lengthwise on a flat surface. At the bottom of the sheet, draw two small squares approximately 3 inches apart. Inside each square, across the bottom, draw a series of half circles. Draw a large rectangle on top of and connecting both squares. On top of the upper right corner of the rectangle, draw a circle whose diameter is the height of the rectangle. If the circle were the face of a clock, draw a large “S”, starting at the 5 o’clock position in the circle and extending outside the circle. Draw another “S” parallel to it 1/8” inch from the first). Draw another circle in the upper left corner of the first circle—half in the first circle and half out. At the upper left corner of the rectangle, draw another “S”. Just above the two parallel “S’s”, draw two ovals, one inside the other inner one in the lower half of the outer one. As you can see, you have just drawn a stylized elephant. Discussion: Ask the students what they are feeling right now. Many will relate feelings of anxiety, failure, like they remember feeling as young elementary students when they were confused, etc. Ask students to look at each other’s’ drawings. Discuss how each person got different ideas from the same directions. Discuss the cause of this confusion. Discuss the role anxiety plays in decreasing one’s ability to listen. Discuss what happens to individuals when they are unable to get the feedback they need to clarify and orient themselves. The students have experienced how
Q8. Thinking about your experience with the general practice over the past year Please rate each statement Statements Poor Good Fair Very good Excellent N/A Don’t Know a. 1 2 3 4 5 6 7 b. 1 2 3 4 5 6 7 c. 1 2 3 4 5 6 7 d. 1 2 3 4 5 6 7 e. 1 2 3 4 5 6 7 N/A = Not applicable Q9. If you could change on thing about the practice, what would you change? Please rate each statement Please your ideas below: Some things you Q10. Are you? Q11. Do you consider yourself to be of Aboriginal and/or Torres Strait Islander descent? 1 Male 2 Female 1 Yes 2 No Q12. Have you been to another general practice in the last year? Q13. Which languages do you speak at home? Tick all spoken 1 Yes 2 No 1 English Q14. What is your age? 2 Arabic 1 15 – 24 years 3 Cantonese 2 25 – 44 years 4 Mandarin
3 45 – 64 5 Vietnamese 4 65 years or over 6 Hindi 5 Don’t wish to say 7 Q15. How long have you been coming to this practice? 8 Other 1 Less than 1 year Q16. Do you have any of these concession cards? 2 1 – 2 years 1 Health Care Card 2 Pensioner Concession Card 3 3 or more 4 Not sure 3 Any Veterans' Affairs treatment entitlement card Q17. How many times have you visited this practice over the past 12 months? 4 Not covered by any concession card 1 Only this visit Q18. What is the highest of education you have reached? 2 2 – 5 1 Some high school 3 6 – 10 2 Completed high school 4 11 or more 3 Currently studying for a degree or diploma 5 Not sure 4 Completed a trade or technical qualification 5 Completed a degree or diploma Q19. Was this visit for yourself or someone you are caring for? 1 Self 6 Postgraduate degree 2 Someone else
Driver’s License While Washington struggles to come to grips on how best to solve our outdated and failing immigration system, people of faith across the country are engaged in exciting state level efforts that continue to improve the lives of immigrants. One initiative we’ve seen increased support and progress in recent years is access to driver’s licenses for undocumented immigrants. With over documented in in 2012 the U.S., a growing number of states are recognizing the importance of offering driver’s licenses to all residents regardless of immigration status. There are currently that allow undocumented immigrants in the U.S. to obtain a state-sanctioned driver’s license. Additional benefits to accessing a driver’s license include: Having ensured, trained and tested driver’s on the road Valid U.S. form of identification for unauthorized immigrants Improved safety on the which can help prevent accidents Better chance of saving when people are informed of the rules on the road Increase community trust to report crimes Increased revenue for states through insurance payments Avoid insurance losses Driver’s license restrictions have high costs for communities: Inefficient and ineffective measure that interferes with other law enforcement responsibilities Increase in discrimination and racial profiling Violations of civil rights (i.e. increased vigilantism) Causes serious legal and costly consequences for unlicensed drivers (i.e. car impounds, arrests) Does not solve national immigration policy needs, only federal government can do this For more information, check out: Racial Profiling Prevention
Sources at home – checklist Birth Birth certificate Baby book Birth announcement Adoption, fostering, out-of-home care Adoption papers Fostering records Child welfare records Marriage Engagement announcement Wedding announcement Wedding invitation Marriage certificate Anniversary announcement Divorce Divorce papers Child custody papers Family court orders Death Obituary Funeral service program Condolence cards & letters Will Probate papers Burial records Education School report cards Honours & awards Certificates (e.g. Leaving Certificate, Higher School Certificate) Yearbooks Academic transcripts Diplomas Religion Baptism and christening records Confirmation record Ordination record Everyday life Journal Diary Memoirs or autobiography Letters Photographs Autograph album Publications or newspaper clippings (about family members) Scrapbooks Aboriginal ‘protection’ and welfare Exemption certificate (‘dog tags’) Social security records Employment Job applications Curriculum vitae or resume Apprenticeship records Training & qualification certificates Awards membership Professional membership Tax records Disability records Redundancy records Pension or superannuation records Retirement records Military service Military service record Medical records Pension records Citations Service medals Discharge records Uniform Memorabilia Land and property Title deeds Mortgage documents Leases Tenancy agreements Finances and insurance Bank records or passbooks Bank loans Bills & receipts Insurance (car, house, life) Health Medical records Hospital records Immunisation records Health insurance records Family Bible Family histories Family tree Birthday and Christmas cards Household items Engraved items Silverware Needlework or sewing Heirlooms Family jewellery (e.g. wedding rings) Licences Drivers Professional
Establish community need Determine priorities for establishing current community needs Review existing data and information sources SWOT analysis Community survey Collate data and review data against an established baseline Data collection resources Survey template Resource: Section 5 of the to getting started Drought Leadership Group Develop priorities Community consultation to review data/information collected and options for actions Contact relevant State/Federal Government departments to identify relevant funding options or support programs Contact local government to review data and options for local partnerships Develop list of priorities for action contacts lists Government contacts Drought Leadership Group Chair and Secretary Write your action plan Develop actions to implement in response to local priorities Involve service providers and local groups in the action plan Distribute the action plan to partner organisations Ensure all relevant government departments are of your local priorities Local contacts lists Government contacts lists Drought Leadership Group Chair and Secretary Implement actions Work with partner organisations to implement planned activities locally Advocate for funding or programs identified in the action plan Coordinate responses provided through government and other organisations Drought Leadership Group Partner organisations
Flower arranger Sidesperson PCC members (including Church wardens where the PCC does not qualify as a children’s/vulnerable adult’s charity) Bell ringers (rank and file). Choir leader or musical director for adult choir Organist unless also directing a choir which contains children members / music group members (unless the role includes responsibility for teaching, training, caring for or supervising vulnerable groups (children or adults).
versa;or The level of check required changes to a higher level (e.g. in his / her new role a person is eligible for an enhanced plus barred list check; but in his / her previous role he /she was only eligible for an enhanced check without a check of the barred list). GKJ DSA 05/04/2017 Adapted from the Church of England Practice Guidance : Safe Recruitment July 2016
MAPPING OF INFLUENCERS To extent possible, and time available, use a socio-economic model to illustrate all the social and economic dynamics that may affect user’s behavior. (may be a challenge given resources avail) PSI guidance Ultimately measured by condom use by pop, outlined MOTIVATORS & BARRIERS TO BEHAVIOR For each of the main target audiences, dig deeper to understand what motivates or impedes their behavior. These factors can be at the individual level (opportunity, ability, motivation), the community level or in the enabling environment. PSI guidance AUDIENCE SEGMENTATION This exercise divides and organizes audiences into smaller groups with similar needs, preferences and characteristics. This may help to prioritize limited resources by reaching a defined audience with more impact. PSI guidance Other (imperfect) tools to support segmentation from supply side, include WTP studies, and pop surveys which break out purchase decisions by sub population.
See students’ strengths & assets, can see them, use them, and model this for a novice teacher. Deeply academic content. Professional Practice & Demeanor Are positive and Are reflective and in being learners (they may not require as much to reflect on their teaching) Have the time to support someone who is still learning. well by phone and/or in order to stay in touch with novice
Wednesday (November 7th) 8:15 – 4:15 Module 3: Communication - Let’s Talk! Module 4: If it Weren’t for the People Thursday (November 8th) 8:15 – 4:15 Module 5: Motivation and Performance Lunch Module 6: Customer Service Triangle Friday (November 9th) 8:15 – 2:00 Module 7: Leadership – Tools for Success Lunch Awards
How to Use This Toolkit Four Essentials This section presents the Four Essential elements for improving cancer screening rates. Each Essential addresses the strategies and includes the tools to facilitate successful implementation. The Four Essentials are: Make Recommendations Develop a Screening Policy Be Persistent with Reminders Measure Practice Progress Clinic Self-Assessment In this section, you will be able to evaluate your needs, priorities, and readiness to apply the Four Essentials. Once you’ve reviewed the Four Essentials, use the Clinic Self-Assessment to identify your strengths and determine areas where you feel improvement is needed. Guidance and Tips for Effective Office Training This section offers some tips and recommendations of how you can fit this toolkit training into your busy work schedule. Tools While the specific examples presented in this toolkit relate to colorectal cancer, many of the tools and resources provided are adaptable to screening for other cancers or chronic diseases. Included in the toolkit are the American Cancer Society Screening Guidelines for breast, cervical, colorectal, and prostate cancer (Appendix A).
Geographical Areas Add a Country You will need to add at least one country to the system for selection whenever a geographical location is required. This should be the country where your organization's headquarters are located. In addition, you should add the names of all countries where employees are located or all nationalities you would like to track in the system. Click Configure System then click Administer Database. Click on Country The Country page opens, showing all Countries entered in the database. Either Click Add New Country or select an existing Country and click Update This Information to edit it. Add a Region A region is a major subdivision of a country. Region choices depend on which country is selected; only a region that is associated with a particular country can be chosen when that country is selected. For each country you have entered in the system, add at least one region. Click Configure System then click Administer Database. Click on Region The Region page click on View to see all Regions entered in the database. Either Click Add New Region or select an existing Region and click Update This Information to edit it. Add a District A district is a subdivision of a region. In some locations, the district may be called the or province. District choices depend on which country is selected; only a district that is associated with a particular country can be chosen when the country is selected. For each region you have entered in the system, add at least one district. Click Configure System then click Administer Database. Click on District The District page opens, click on View to see all Districts entered in the database. Either Click Add New District or select an existing District and click Update This Information to edit it.
ParaQuad Tasmania The ParaQuad Association assists and encourage paraplegics and quadriplegics in their endeavours to once more become an integral part of their community. Web: Email: Phone: (03) 6272 8816 Sign Language Communications Vic (for Auslan Interpreter bookings) Web: Email: Phone: 1300 123 752 Speakout Association of Tasmania Speak Out Association of Tasmania Inc is an advocacy organisation for people with a disability Phone: (03) 6231 2344 Tasdeaf –Tasmanian Deaf Society Inc TasDeaf is a community service organisation that provides services and education for Deaf and hard of hearing Tasmanians and their families Web: info@tasdeaf.org.au (03) 6231 6501 Tasmanian Acquired Brain Injury Service Inc Tasmanian Acquired Brain Injury Services Inc. aims to reduce/remove social isolation by promoting the availability of, and assisting people with acquired brain injury to access a diverse range of community options. Web: Email: Phone: (03)6326 2022 Tasmanians with Disabilities Inc Tasmanians with Disabilities Inc. is a consumer-driven, politically active umbrella organization of individuals and their associated organizations that advocates for the advancement and full participation in the Tasmanian community of people with disabilities Web: Phone: (03) 6278 8023 Women with Disabilities Australia Women With Disabilities Australia (WWDA) is the peak organisation for women with all types of disabilities in Australia. Web: Phone: (03) 6244 8288
To create a new Report view, the step 1 above, under “create new view for a report” section Type the name of the view that you are creating. Choose the Report type from the drop down list, type the report description and then click the Update button Adding and Editing To ensure that standard data types such as cadres, marital status, geographical locations and the like are enforced across the system, those standard data types must be created as lists. These lists are used to create selection menus that provide standard options for selection when adding records, jobs and positions. Add a Qualification A qualification is the minimum educational requirement for a person to be trained and qualified in a particular Each cadre must have an associated minimum qualification. From the home page or left menu, click Configure System, > Administer Database. Under the "License Lists" section, click Qualification. Either Add New Qualification or choose an existing qualification to edit. Enter or edit the Name of the qualification. Click Confirm and confirm that the name entered is correct. If it is not correct, click Edit to change it otherwise, click Save to save it. Adding a Cadre A cadre is a broad category of health workers characterized by the specific training or other qualifications required to practice or to be licensed in that field. Add new cadres or edit any cadre that was previously added. From the home page or left menu, click Configure System, then click Administer Database. Under the "License Lists" section, click Cadre. Either click Add New Cadre or choose an existing cadre to edit.
The starting point should therefore be the development of underpinning principles for the design of the programme’s examination feedback strategy. To begin this process complete a table similar to the one below for a standard UG 3 year programme to identify key information (add rows for any additional levels you wish to incorporate): Level Semester Module Code/Title Exam Y/N Cohort Size Exam Weighting Nature/ format of the exam Purpose (see assessed Learning Outcomes) Location and type of student FT; PT; DL etc.) Access to exam Script Professional body requirements 4 1 List core and elective modules 2 List core and elective modules 5 1 List core and elective modules 2 List core and elective modules 6 1 List core and elective modules 2 List core and elective modules As a programme team, discuss the following key factors in developing underpinning principles for an examination feedback strategy: Factor Comments
NF is a genetic disorder that causes tumors to grow on nerves throughout the body and can result in blindness, deafness, bone abnormalities, disfigurement, learning disabilities, disabling pain, and even cancer. With no cure and few treatment options, everything felt hopeless. Then I started to realize how courageous my son/ daughter is; he/she was fighting NF with strength, dignity and even a of humor! Well, I stopped being hopeless and became a fighter, too. I joined forces with the Children’s Tumor Foundation (CTF), the largest a non-profit organization in the country committed to ending NF through research. CTF believes that full-scale collaboration will lead to solutions for NF. That alliance includes not only clinicians, researchers and other experts in the field, but patients and their families, too. May is NF Awareness Month and I invite other members of the (name of city/ town) community to fight with our family by learning more about NF at . Sincerely, Full Name Phone number Sample 2 To the Editor: Imagine being told that you have a disorder for which there are few medical treatments and no cure. That’s what happened to me (number) years ago when I was first diagnosed with neurofibromatosis (NF). NF is a genetic disorder that causes tumors to grow on nerves throughout the body and can result in blindness, deafness, bone abnormalities, disfigurement, learning disabilities, disabling pain, and even cancer. With no cure and few treatment options, everything felt hopeless. Until I found the Children’s Tumor Foundation, the largest a non-profit organization in the country committed to ending NF through research, and got involved in the NF community. I met tons of other people just like me, people living their lives and fighting NF with strength, dignity and even a sense of humor. NF is a rare disease, and one of the most important things we can do is raise awareness and talk about what it means to live with the NF. This is why I’m recognizing NF Awareness Month in May, and why (identify a local landmark that is Shining a Light on NF, a proclamation in the area or an upcoming event). I invite other members of the (name of city/ town) community to fight with me by learning more about NF at .
: Karmenu Vella Linkedin : : @Green_Europe : @EuropeanEnvironmentalBureau Twitter influencers @SustainEurope @Green_Europe @EU_ENV Visuals (available on the PowerPoint) Focus on Spodriba Twitter, Facebook & LinkedIn @Spodriba EUEcolabel ECO cream soap and ECO #soap contain a low concentration of fragrances within their product formulas to avoid potential allergic reactions upon use. #EUEcolabelCosmetics #CircularEconomy #GreenCosmetics Suggested tags #CleanBeauty #GreenCosmetics #SkinCare #EcoFriendly #SmartCareSolutions #OrganicCosmetics #BodyCare #EUEcolabelCosmetics
Teacher Survey – Alternative Breakfast Service We are currently exploring the possibility of offering expanded breakfast service in our school. When students have the opportunity start their day with a healthy breakfast, they are more likely to show up to class on time and ready to learn. Eating breakfast provides an important boost to energy and cognition in the morning. However, in order for students to enjoy the full benefits of a well managed school breakfast program, the meals need to be accessible and served in a setting that is convenient and comfortable. As such, we are considering breakfast service models because of their strong potential for providing maximum benefit to students, parents, and you, our teachers. Please take a few minutes to fill out this short survey and share your thoughts with us. We appreciate your input. 1. There are multiple ways to provide breakfast service in school. Which of the following service delivery methods are you familiar with? [You may structure this question to ask about a specific service delivery method, or any other way that suits your needs.] Grab ‘n Go (portable, pre-packaged meals picked up from cafeteria/carts and consumed in classrooms and other places on campus) Breakfast in the Classroom Breakfast after 1st period/Breakfast after the bell (breakfast served at mid-morning) 2. Please list the three words or perceptions that come to mind when you think about classroom breakfast service. _________________________ _________________________ _________________________ 3. It usually takes between 5 and 15 minutes for students to eat breakfast. If we ensured ease of trash collection, how receptive would you be to allowing students to eat breakfast in class? 1 2 3 4 5 6 7 8 9 10 Not Receptive Neutral Very Receptive
APPROACH Project Phase Stages Description Deliverable Project Initiation Project Charter A high level outline of the project objectives and scope Project Charter Obtain Management Approval Discuss and obtain approval from Management and HRIS STEERING COMMITTEE Project Director sign-off Project Charter Project Preparation Initiate the Project Project Kick-off Information dissemination sessions Develop Request for Quotation (RFQ) document Compile RFQ, obtain responses and allocate tender Allocate Tender Appoint Vendor Compile and sign the service contract with the vendor. Finalise and approve project plan. IH Service Contract & Approved project plan Pre-implementation site visits Visit sites earmarked for the rollout and verify computer equipment to be procured and network requirement. Approved procurement list & order for computer equipment HR Blueprint Review of High-Level HRM processes Review the High-level HRM processes that have been defined during the HRIMS Pilot rollout Revised High-Level HRM Processes Obtain Management Approval Obtain management and HRIS STEERING COMMITTEE approval of phase deliverables and ensure that the project stays within the approved scope, timing and funding. Project Standards and Procedures Project Control File Realisation of 4 Rollout Regions Implementation & setup of the computer equipment, network and application in the regions Installation of computer equipment and application in the regions. Project Status Review final stage deliverables Review the major deliverables for every step Approvals User Training Plan and conduct Computer Literacy and HRIMS Training Training assessment questionnaires Review project performance Review and assess the project performance based on time, quality and funding. Project Control File Go-live and Support Go-Live Cut-over activities need to be defined System is LIVE Conclude the Project Review the final phase and project deliverables Review and assess the deliverables for the phase and project Close Project Control File Close the project Project Complete Project Complete
After having done all the research, you need to assemble the data into a logical, coherent work (centered around a theme you have given in your introduction). You will need to create an outline to order your material. By the end of your research you have come to certain conclusions, so you will build your argument using the data of your research to lead your reader to your conclusions. This does not mean you present a one-sided argument. On the contrary, you present the opposing material in a fair and balanced way and point out the strengths and weaknesses of the opposing argument. Demonstrate that your argument is the better position; that is, tell why it answers more questions than the opposing view or views. Order the argument of the paper as if you were going to stand before a judge and present your case in a court of law. The only difference between the law court analogy and the research paper is that you should present a fair and balanced assessment of the opposing views. Unlike an attorney, your goal is to look for truth in a research paper not to "prove" your favorite prejudices "correct." Step 6: The conclusion In this part of the paper, you are either summarizing what you said in the body of the paper or drawing the appropriate conclusions from the data that you have presented in the paper. You cannot introduce new "proofs" in the conclusion of a paper. THE RESEARCH PAPER GRADE An “A” Paper You thoroughly researched the paper, consulted a number and variety (commentaries, systematic theologies, journals, etc.) of resources, and determined all the viewpoints involved. Your research led you to certain conclusions and you have organized the to logically present these conclusions. As you presented your studied view, you interacted with the sources disagreeing with you and gave a rational reason for rejecting them. A “B” Paper You researched your topic and addressed the appropriate viewpoints. You interacted adequately with your sources and presented the facts in a well-written paper. The difference between an “A” paper and a “B” paper is the degree of effort put into the research and writing. A “C” Paper Resources consulted were meager (4 or less) or not of a scholarly nature.
a. b. ________ ________ c. d. ________ ________ 4. Set Builder Notation – uses inequalities (usually) to define the set -may contain the element symbol (є) The set of all numbers less than 3 {x| x < 3} The set of all positive even numbers {x| x = 2n and n єN} Example 4: Describe the sets pictured in Ex. 3 in set-builder notation. a. b. c. d. Example 5: each set in the indicated notations. Representing Intervals Number Line Inequality Interval Notation Set-Builder Notation x  2 x  2 x  2 1  x  1 OR 3  x  4
Planning Tool Planning for a New Child Death Review Team or Application for a New Team PART 1: Your readiness for child death review PART 2: Building your team & planning your reviews Developed by the National Center for Child Death Review at the Michigan Public Health Institute 2479 Woodlake Circle, Suite 380 Okemos, MI 48864 800-656-2434 Copyright Michigan Public Health Institute September 2005
PART ONE Assessing Your Readiness for Child Death Review 1. Define the geographic area that the team will cover (local, regional, state etc.): ______________________________________________________________________________ ______________________________________________________________________________ 2. What is the total population in your community? _________________________ How many children are age 18? _________________________ How many children are under age 10? _________________________ How many children are under age 5? _________________________ 3. What is the racial and ethnic makeup of your community? Group Percent Caucasian African American American Indian Hispanic Pacific Islander Asian 4. How many children, ages 0-18 died in the past calendar year of all causes? Age Number < 1 1-4 5-9 10-14 15-18 5. By what manner did the children die in the past year? Manner Number Natural Accidental/Unintentional Homicide
TOOLS FOR GRINDING ( corn, coffee, pepper etc) moudre (crush ) écraser, broyer to grind sth to a powder : pulvériser qch, réduire qch en poudre to grind one's teeth : grincer des dents to grind a pepper mill : tourner un moulin à poivre juicer : centrifugeuse f électrique nutcracker : casse-noix m inv, casse-noisette(s) m ♦ garlic press : presse-ail m inv Grinder : broyeur, moulin Grater : râpe nutmeg-grater : râpe f à muscade crank : manivelle, faire partir à la manivelle anse, manche, poignée, bras, queue (saucepan) TOOLS FOR MEASURING Beaker : gobelet mcoupe fvase m à bec
To view changes in one chart, city by city, select 2D pie, and this will appear… To be comfortable with the different options available, try selecting various charts. Excel is a very user friendly format, and it will take no time at all to become familiar with the various chart options available. Example #2: Examining student enrollment in 12 by county in the state of Massachusetts for the years 2007 through 2011. Several of the websites provided allow building a table from within the website. The Common Core Data Set is one such site and is a very efficient and user friendly site. Go to the following link to access this website (it will go directly to the build a table window): Once there, instructions are provided in the yellow sidebar to the right, but practice makes perfect, so select from the drop down box that asks “each row of the table should be:” select “County”, then select the years, 2008-2009; 2009-2010”. Click “Next” and “Accept the terms” in the pop up window. Make sure state and county are checked and re-select the years 2007-2008; 2009-2010”. Click “next”. Select only the state of Massachusetts in the next box and click View Table in the upper right hand corner. This is what will appear… Table by County State Abbr County Name- most recent year (District) County Name- by survey year (District) [2007-08] County Name- by survey year (District) [2008-09] County Name- by survey year (District) [2009-10] County Number- by survey year (District) [2007-08] County Number- by survey year (District) [2008-09] County Number- by survey year (District) [2009-10] MA BARNSTABLE COUNTY Barnstable BARNSTABLE COUNTY BARNSTABLE COUNTY 25001 MA BERKSHIRE COUNTY Berkshire BERKSHIRE COUNTY BERKSHIRE COUNTY 25003 25003 MA BRISTOL COUNTY Bristol BRISTOL COUNTY BRISTOL COUNTY 25005 25005
How would your answers to the other questions change if there was an interruption in service that lasted one hour, one day, one week, 2-4 weeks, 5 weeks or longer? Is time important in restoring your critical processes and functions? Consider both elapsed downtime (e.g., a laboratory monitoring process cannot be unavailable more than one hour -or- this is the consequence if we are without e-mail for a week) and time of year issues (e.g., an accounting function must be available on the first of each month for reconciliation purposes -or- admissions decisions must be released on a certain date). Knowing what your critical functions and processes are, what do you plan to do in the of a crisis concerning each of the BETH-3 items (buildings, equipment, technology, human resources, and third-parties)? For example, what alternate facilities will you need should your critical facilities become unavailable? Who are the responsible people for carrying out these plans? What can you do now to prepare for a crisis, even before you start to use your Action Plans?
Screening will apply to all HCPs that have had contact with EVD regardless if their PPE was compromised or not. Screening will all be applied to all HCPs whether or not the EVD contact was work related. Refer to Appendix B for the content for that screening. GUIDANCE FOR EMPLOYEE HEALTH SERVICES OFFICES: If a HCP presents to one of the EHS offices and Ebola is suspected the HCP should be placed in an exam room with the door closed. EHS staff should adhere to the following: Screen upon presentation and immediately place patient in a private room with a closed door. Provide the HCP with a surgical mask and demonstrate its proper use. Minimize the number of EHS staff who interact with the patient and maintain a log. EHS staff members who interact with the patient should follow precautions as outlined by INF1156 Ebola Virus Disease Recognition and Management in the Infection Control Manual. Appropriate PPEs should be worn upon entry to the patient’s room to include gloves, gown (fluid resistant or impermeable), eye protection (goggles or face shield), and a facemask. Refer to of the Health System “Ebola Virus Disease Recognition and Management “policy for donning and doffing of PPEs. The patient should remain within the exam room unless movement is essential. Transportation to an alternative level of care should be coordinated with Infection Prevention and the Local Health Department (LHD). Additional guidelines are outlined in the Infection Prevention Ebola Virus Disease Recognition and Management policy REGULATIONS/REFERENCES: Commission Standard: Surveillance, Prevention and Control of Infections IC.1, IC.4 New York State Department of Health 405.11 Occupational Safety and Health Administration, Blood Borne pathogen Standard Centers for Disease Control and Prevention, Recommendations for Preventing Transmission of HIV/HBV during Exposure - Prone Procedures New York State Department of Health: In the Matter of Infection Prevention and Control of Ebola Disease, Order for Summary Action NYS DOH Ebola Virus Disease Contact Tracing and Management Guidance for Local Health Departments;
e.g. how one improvement helps in safety or efficiency View this as your daily work – something that is an essential part of your role Put systems in place that monitor that changes are sustained or signal a need for further improvement Use Change Ideas from Appendix B to challenge the team to continue to aim high Celebrate small wins Experiment. Understand what test of change has impact and then expand Fail to develop a term and long term measurement strategy situation; if you can’t make progress quickly, try breaking the improvement into smaller parts capacity - teach improvement science to team members as you do tests of change Assure patients/families are part of the improvement Measure results – a combination of fast and long term feedback that includes process measures then outcome measures; share results; keep testing Measure ongoing results to assure sustained results Ask ‘what’s next?’; ‘what can we do even better?’ Provide regular recognition for the changes made and sustained Remind team members of the progress made
Carers is a registered charity in England and Wales (1145181) and in Scotland (SC042870). Registered as a company limited by guarantee in England and Wales No. 7697170. Registered office: 32–36 Loman Street, London SE1 0EH. The Children’s Society is a registered charity number 221124. Registered Office: Edward Rudolf House, Margery Street, London, WC1X 0J Young Carers in Focus is a Big Lottery Fund partnership programme run by The Children’s Society in conjunction with Rethink Mental Illness, Digital Me, YMCA Fairthorne Group and The Fatherhood Institute © Carers Trust 2016
How did you What was the outcome? Tell us about a time when it was necessary for you to plan for several alternatives in response to changes facing the organisation. How did you evaluate the alternatives? What factors did you take into consideration? What was the outcome? Tell us about a time you had to take a broad view of a problem rather than get stuck in the detail. What was the problem? How did you ensure you did not get lost in the detail? What was the outcome of this? What are the key issues likely to affect the future of your work or department/agency? How is your role likely to change in response to issues? What will you need to do to meet these challenges? What, if anything, can you do now to prepare for changes? Organisational awareness Definition: is attuned to changing organisational dynamics; forge links with other teams and business areas; take account of different functions in developing plans and activities. other teams do/did you liaise with in your job? How are/were they similar to and different from your own team? What things did/do you need to take account of in co-operating with them? How did/do you know who to liaise with? It can be difficult to keep yourself fully aware of the wider organisational environment in which your team operates. When did something you did not know about, in another division or part of the department, limit your ability to achieve an outcome? What did you How did you deal with this differently next time? How do you keep up with your colleagues about issues in other parts of the organisation? Give me an example of when this was especially important. How did you ensure you spoke to the right people? What was the outcome? How do you find out about what is happening in other parts of your organisation? How would you compare your knowledge in this area to those of your colleagues? What do they know more about then you? What do you know more than them? When have you had to take account of another area’s responsibilities when working or planning work? Why was this important?