zilongwang/ReadingBank huggingface dataset:
Table of Contents Introduction – page 3 Description of Services – page 4 Awareness-raising seminars Strategic action-planning workshops Theme 4: E-Commerce and Selling Online description description Courseware Requirements Tender requirements – page 5 Terms of service – page 6 Period of Contract – page 6 Price – page 6 Tender Evaluation - 7 Tender Process – Stage 1 Submitting Stage 1 Proposals Tender Process – Stage 2 Presentation and evaluation scoring Selection of providers Tender Questions – page 9 Tenders Excluded – page 9 Freedom of Information - page 10 Timeline for Submission – page 10 Annex A – Proposal and Standard Details Questionnaire Template – page 11 - 15 INTRODUCTION The £7.2m Leicester and Leicestershire Digital Growth Programme (DGP) will deliver a bespoke and structured programme of support to encourage at least 2,380 new and established businesses, with real growth aspirations to explore and introduce new and emerging digital technology based business models to drive performance. The project is part-funded by the European Regional Development Fund (ERDF) and the following delivery partners: Leicester City Council Leicestershire County Council East Midlands Chamber (Derbyshire, Nottinghamshire, Leicestershire)
Section 3 REFERENCES Please provide details of two recent contracts that are relevant to this tender Reference 1 Reference 2 3.1 Name of customer: 3.2 Contact name and phone number: 3.3 Contract dates: 3.4 Contract value: 3.5 Brief details about the service you provided: 3.6 Brief details about targets achieved: 3.7 Have you had any contracts terminated for poor performance in the last three years, or any contracts where damages have been claimed by the contractor? Yes / No 3.8 If ‘Yes’, please give details: Section 4 INSURANCE Please provide details of your current insurance cover: Value 5.1 Employer’s Liability: £ 5.2 Public Liability: £ 5.3 Professional Indemnity: £ 5.4 Other (please provide details): £ Section 5 POLICIES 5.1 Does your organisation have a written health and safety at work policy? Yes / No 5.2 Does your organisation have a health and safety at work system*? Yes / No 5.3 Does your organisation have a written equal opportunities policy covering Race, Sexual Yes / No
Table of Contents Introduction – page 3 Description of Services – page 4 Awareness-raising seminars Strategic action-planning workshops Theme 9: Cloud Computing and Cyber Resilience description Courseware Requirements Tender requirements – page 5 of service – page 6 Period of Contract – page 6 Price – page 6 Tender Evaluation - 7 Tender Process – Stage 1 Submitting Stage 1 Proposals Tender Process – Stage 2 Presentation and evaluation scoring Selection of providers Tender Questions – page 9 Tenders Excluded – page 9 Freedom of Information - page 10 Timeline for Submission – page 10 Annex A – Proposal and Standard Details Questionnaire Template – page 11 - 15 INTRODUCTION The £7.2m Leicester and Leicestershire Digital Growth Programme (DGP) will deliver a bespoke and structured programme of support to encourage at least 2,380 new and established businesses, with real growth aspirations to explore and introduce new and emerging digital technology based business models to drive performance. The project is part-funded by the European Regional Development Fund (ERDF) and the following delivery partners: Leicester City Council Leicestershire County Council East Midlands Chamber (Derbyshire, Nottinghamshire, Leicestershire) LLEP Business Gateway
Also make sure that in your body paragraphs, you thoroughly explain HOW an example develops your particular theme. It is NOT enough to simply quote something without a good explanation! (See example.) Bad Thesis Problem Better Version* The theme in Puddin’head Wilson is prejudice. The theme in this thesis is not a STATEMENT. A theme cannot be one word. (Another bad version of this thesis would be, “Prejudice is shown in many ways in Puddin’head Wilson.”) An important theme in Puddin’head Wilson is that suffering from prejudice will eventually affect a person’s self image. There are many themes in Puddin’head Wilson. Or Prejudice and The Old South are both themes in Puddin’head Wilson. You aren’t supposed to write about MANY themes. You are only supposed to show how ONE is developed. Plus, you must include your thematic statement in your thesis. An important theme in Puddin’head Wilson is that suffering from prejudice will eventually affect a person’s self image. In this paper, I will show how prejudice will eventually affect a person’s self-image is a theme in Puddin’head Wilson that is shown by Roxy, Tom, and Chambers. Never write, “In this paper, I will show…” Don’t mention “this paper” in the actual paper—EVER. Also, avoid “I” unless you are writing about personal experience, which you shouldn’t do in this case. Just SAY what you think! An important theme in Puddin’head Wilson is that suffering from prejudice will eventually affect a person’s self image. Based on the GOOD thesis above, each topic sentence would mention the theme (your key words) and then a specific character or event that developed it. For example: One character self-image suffered due to prejudice is Roxy. You body paragraph then would include summaries of events and quotes that would show Roxy had a poor self-image with a thorough explanation of how prejudice caused it. For example:
KOOTHRAPPALI Guys, I'd like you to meet Sheldon, Leonard and Howard. This is Shariq, and Harish. LEONARD So, besides for what are your plans while you're here in America? HARISH I'm going be spending a lot of time in the bars, clubs, laundromats, anywhere to pick up as many hot American chicks as I can while I'm here. You have no idea what it's like to live with your mother. The Big Bang Theory #xxx “The Comic Con Expedition” 23. 1/27/13 FINAL DRAFT (I/C) WOLOWITZ
E INT. COMIC-CON FOOD COURT – EVENING (DAY 2) (Sheldon, Leonard, Wolowitz, extras) SHELDON, LEONARD, AND WOLOWITZ ARE SITTING AT A TABLE AT THE FOOD COURT. SHELDON Next question. What planet is Silver Surfer from? LEONARD AND HOWARD LOOKING AT HOWARD'S LEONARD Maybe he's just planning on meeting us at the contest. The Big Bang Theory #xxx “The Comic Con Expedition” 41. 1/27/13 FINAL DRAFT (II/E)
Pirates of the Caribbean - Adventureland of Tokyo Disneyland in Tokyo, Japan Challenge of Tutankhamon - Walibi Belgium in Belgium Justice League: Battle For Metropolis - Movietown of Six Flags Great Adventure & Safari in Jackson, New Jersey, U.S.A. The management A systematic and professional management approach benefits theme park in all areas of operation. Its implementation requires a well-qualified and experienced management team. This management team comprises of specialists across all aspects of the operation including (I) strategic planning, (II) finance, (III) marketing and (IV) maintenance. Pro-active management Management and staff should be pro-active to respond more quickly and effectively than their competitors to changes in the business environment. Management needs to be sensitive to the market place and changes in the business environment, i.e. political, environmental, social and technological. Having this knowledge and sensitivity enables more effective planning for the future. Following example shows the management of the two large theme parks in Hong Kong demonstrates their pro-active approach to deal with the expected increasingly competitive landscape among different theme parks in Asia Ocean Park Hong Kong has embarked on developing an all-weather indoor with outdoor waterpark at Tai Shue Wan. The construction of the Park's first hotel has
U.S. History Theme Park Project - Rubric Part I – Name of your Park - /3 pts A. Your Theme Park’s name is creative and catch’s the customer’s attention Part II & III – Park Sections and Amusements - /30 pts Amusement Park Historical Themes Section 1 Section 2 Section 3 Ride/Amusement One - Title /1 /1 /1 Clear description of Ride /2 /2 /2 Clear explanation of historical connection /2 /2 /2 Ride/Amusement Two - Title /1 /1 /1 Clear description of Ride /2 /2 /2 explanation of historical connection /2 /2 /2 /10 /10 /10 Part IV – Good Eats and Dining! - /10 pts Requirements Dining 1 Dining 2 of Dining Area /1 /1 Creative Description of foods/drinks /2 /2 Accurate historical connection /2 /2 TOTAL /5 /5 Part V – Famous Characters - /9 pts Requirements Character 1 Character 2 Character 3 Accurate historical connection /1 /1 /1 Clear and accurate explanation of historical significance /2 /2 /2 TOTAL /3 /3 /3 Part VI – Park Design - /3 pts Your park was organized and neatly displayed Your park was creative and fun TOTAL PROJECT GRADE /55 PTS
Table #1: Food Web Interactions Name of organism 1 Name of organism 2 Details of interaction Organism 1 harm/benefit Organism 2 harm/benefit Type of interaction Species Description of interaction Type of symbiosis Zooxanthellae live in coral tissue. Zooxanthellae are algae that provide products of photosynthesis to coral. The coral provide a home and protection (since coral have stinging cells) for the algae.
Technical Director: Director of Research and Technical Advancement, (1968-69, FA, Romania); Technical Director (1979-81, Zambia); Director of Coaching (1995- 96, SAFA); Director of Coaching and Youth Development (1989-92, SA Soccer Academy); Executive Technical Director, Sundowns FC (2008 – 2011) Lectures, presentations at International coaching courses, seminars: Lecture at the Turkish FA Coaching Conference (1969, Antalya, Turkey); Presentation on New ‘Mosaic’ Training at the French Coaching Seminar (1969, Paris, France) and at the East German FA Coaching Conference (1969, Leipzig) Development: Compiled the concept and methodology of maximized exercise content for youth development (the first ever multi-factor with continual football brain activation/stimulation training concept, 1992, South Africa); Application and monitoring of the Maximal Training content at ‘Chibuku’ youth centre, Sport School of Excellence and Elite Youth Program (Sundowns) for the period 1993 – 2011. Over 150 young players have been produced for the SA national teams, professional clubs and overseas clubs by innovated training (MT). Compiling content and production of two training videos for U12 and U21 and respective coaching syllabus (1995/6) Publications: ‘Maximal Training’ – football training book (2006); ‘Coaching for South African coaches (1994); Approx. 120 technical/coaching and football educational articles, studies and research (1964 – 2014) Innovations on training equipment: Replacing several conventional – non-functional -training
activation/stimulation training concept, 1992, South Africa); Application and monitoring of the Maximal Training content at ‘Chibuku’ youth centre, Sport School of Excellence and Elite Youth Program (Sundowns) for the period 1993 – 2011. Over 150 young players have been produced for the SA national teams, professional clubs and overseas clubs by innovated training (MT); Compiling content and production of two training videos for U12 and U21 and respective coaching syllabus (1995/6). Publications: ‘Maximal Training’ – football training book (2006); ‘Coaching Guide’ for South African coaches (1994); High Performance Football Guideline (2009); Approx. 120 technical/coaching and football educational articles, studies and research (1964 – 2014) Innovations on training equipment: Replacing several conventional – non-functional -training equipment with innovated design and optimal functional training apparatus. (Patents pending) Note: More additional info can be found in the 'Serving the Game' - biographic preamble.
Trip to the theatre Outings Lunches Social events Classes IT equipment Project costs Kitchen equipment AV equipment Craft equipment The OFFF Application Form Please type or write clearly Name of the group Address for correspondence including postcode Address: Postcode: Email address: Organisational bank account details Organisation name on account: Account number: Sort code: Brief group description – please tick the box Do you meet on a regular basis? yes no If yes approximately how many older people attend your group on a regular basis? than 5 5 – 10 more than 10 What is the purpose of your group?
14. UK Transplant. Islam and organ donation. Available at: Accessed November 2, 2006. 15. Gatrad AR, Sheikh A. Medical ethics and Islam: principles and practice. Arch Dis Child. 2001;84:72-75. 16. Solomon LD. The Jewish Tradition and Choices at the End of Life: A New Judaic Approach to Illness and Lanham, MD: University Press of America; 2001. 17. UK Transplant. Judaism and organ donation. Available at: http://www.uktransplant.org.uk/ukt/how_to_become_a_donor/religious_ perspectives/leaflets/judaism_and_organ_donation.jsp. Accessed November 2, 2006. 18. Lutheran Church–Missouri Synod. Available at: http://www.lcms.org/pages/internal.asp?NavID=2118. Accessed November 7, 2006. 19. Presbyterian Church (U.S.A.). Commissioners’ Resolution R-5-38. Presented at the General Assembly. 20. Conference of Seventh-day Adventists Executive Committee. A statement of consensus on care for the October 9, 1992. Available at: http://www.adventist.org/beliefs/statements/main_stat6.html. Accessed November 2, 2006. 21. UK Transplant. Sikhism and organ donation. Available at: Accessed November 2, 2006.
Ideology Positivists collect and analyse quantitative data focussing on behaviour that can be seen and measured. people choose how to act & think. Marxism It is a conflict view that is concerned with eco- nomics and social control. It is on the a view that there are 2 social classes and that a capitalist society Is based on the oppression and exploitation of the poor by the rich. A system of ideas and ideals, especially one which forms the basis of economic or political theory and policy Key Thinkers Social Policy Karl Marx (1818—1883) Louis Althusser (1918—1990) Repressive State Social institutions that Apparatus help to maintain the ideology of the ruling class through threat and coercion. They are critical of society and claim that political structures favour the rich. They are linked to poli- cies that support working people and poor people Ideological State A social institution that Strengths It assumes change is normal for society so can be Apparatus used to explain why societies develop through transmits the ideology of the ruling class and helps to maintain their power. history. It illustrates the significance of social class in terms of people access to wealth and power. Weaknesses It only focuses on economic relationships and overlooks that people have a range of reasons for their actions (culture, gender etc.). Marxism can over look other inequalities within society and the conflict view does not account for the rise of the middle classes. Bourgeoisie
Find the probability of a student choosing NC State. Find the probability of a student choosing either East Carolina or Duke. Find the probability of a student choosing a college that does not have a shade of blue as their school color. Find the probability of a student choosing a college that is located in the triangle. Find the probability of the missing outcome. There are three choices of pets to pick out at Pick-A-Pet. You can choose from a dog, cat or hamster. The probability of getting a dog is 3/8 and the probability of getting a cat is 1/4. Find the probability of getting a hamster. There are four types of candy in a bag – starbursts, jolly ranchers, snickers and milky ways. At random, the probability of picking a starburst is 2/5, a jolly rancher is 18% and a milky way is 0.2. What is the probability of picking a snickers at random? Describe a bag of M&M’s in which each of the following probabilities exists. P(yellow) = P(brown) = P(green) = yellow: brown: green: total: P(red) = P(red or orange) = P(blue) = red: orange: blue: total: Determine the likelihood and write a ratio to represent each probability (if possible). I am going to have math homework tomorrow night. It is going to rain tomorrow. I will pick a “S” or a “T” from the word “Skittles”. I will choose a quarter from a bag that has only 7 quarters. Theoretical Probability Based on knowing and calculating all of the equally likely outcomes of an experiment. What SHOULD happen. P(event) = # of favorable outcomes Experimental Probability Based on actual repeated trials of an experiment. What ACTUALLY happened. P(event) = # of outcomes that occurred
Sara Goodkind. (2009). “‘You Can Be Anything You Want, But You Have to Believe It’: Commercialized Feminism in Gender-Specific Programs For Girls.” Hester Eisenstein. (2005). “A Dangerous Liaison: Feminism and Corporate Globalization.” Nancy Fraser. (2009). “Feminism, Capitalism, and the Cunning of History.” WEEK 15 – Thursday, April 25 Theory, Politics, and Social Change: Praxis Revisited Linda Zerilli. (2005). Feminism and the Abyss of Freedom. (Excerpt) Michaele Ferguson. (2010). “Choice Feminism and the Fear of Politics.” Essays due Acknowledgments: This course is based on a previous version developed by Nancy Glazener. Helpful suggestions for readings and advice about the course were given to her by Dan Barlow, Frayda Cohen, Amanda Godley, Molly Nichols, Lisa Parker, Todd Reeser, and Dawn Winters. It has been revised in collaboration with Lisa Brush.
7. Resisting temptations makes you feel more vulnerable to the next temptations that come along. □ □ □ □ □ □ 8. When situations accumulate that challenge you with temptations, it gets more and more difficult to resist the temptations. □ □ □ □ □ □ 9. If you have just resisted a strong temptation, you feel strengthened and you can withstand any new temptations. □ □ □ □ □ □ 10. It is particularly difficult to resist a temptation after resisting another temptation right before. □ □ □ □ □ □
11. Resisting temptations activates your willpower and you become even better able to face new upcoming temptations. □ □ □ □ □ □ 12. Your capacity to resist temptations is not limited. Even after you have resisted a strong temptation you can control yourself right afterwards. □ □ □ □ □ □
Biehler, & Snowman. (1997). Motivation. Retrieved 30, 2013, from Houghton Mifflin's Project-Based Learning Space website: http://college.cengage.com/ education/pbl/tc/motivate.html#humanistic Ormrod, J. E. (2011). Educational psychology: Developing learners (7th ed.). Boston, MA: Pearson. Kail, R. V. (2012). Children and their development (6th ed.). Boston, MA: Pearson.
knowledge question is effectively explored in the context of the situation, using convincing arguments, with investigation of different perspectives. The outcomes of the analysis are shown to be significant to the chosen real-life situation and to others. clear arguments, with acknowledgment of different perspectives. The outcomes of the analysis are shown to be significant to the real-life situation. knowledge question is explored in the context of the situation, using some adequate arguments. There is some awareness of the significance of the outcomes of the analysis. attempt to explore the knowledge question. There is limited awareness of the significance of the outcomes of the analysis. question without connecting it to any specific real-life situation. Some possible characteristics Sophisticated Discerning Insightful Compelling Lucid Credible Analytical Organized Pertinent Coherent Relevant Adequate Acceptable Predictable Underdeveloped Basic Unbalanced Superficial Derivative Rudimentary
Referring back to the group’s responses to the question regarding ‘lived experience’ in Activity One, show PPT slide 20 and discuss that lived experience is at the core of recovery. Activity Three PPT 21: discuss with the whole group the questions in activity 3 (page 11 of PH) regarding the importance of lived experience to the recovery paradigm and at the core of recovery-oriented practice. 10:30–11:00am Slides 22 – 26 Practice Finding the Right Balance Guiding a Balance of Risk 3 of Choices Recovery-oriented Practice Reinforce the point that “recovery is what a person does, recovery-oriented practice involves supporting a person in their recovery” (PPT slide 16) Introduce the ‘Neglect-Overprotect Continuum’ (page 13 of PH) and discuss the importance of finding a balance between a person’s dignity of risk and a worker’s/service’s duty of care. Discuss the points on pages 13 and 14 of PH and PPT 20. Refer to the ‘Three Types of Choices’ and discuss the importance of workers thinking critically when supporting a person in their choices. Activity Four PPT 26: Divide the group into small groups of three and instruct the groups to discuss the scenario on page 13 of PH. Regroup after 10 mins and take feedback on how the participants could support ‘John’ to make choices safely. Pages 12 to 13 11.00 – 11.15 Morning Tea Break 11:15 – 12:30 Slides 27 - 34 Being a Recovery Guide
Being a Recovery Guide Role of Recovery Guide to Support Recovery Vid - Staying Strong Plan in Action Recovery and Intellectual Disability Taking Time Framework Further Learning about ROP Introduce the concept of being a ‘recovery guide’, referring to the continuum between directing and following on PPT 27 (this will be discussed in more detail in the motivational interviewing section after lunch) Reinforce the points essential to the role of a recovery guide by referring to page 14 of PH and PPT slide 28. Discuss some of the tools that can be used to support a person’s recovery (PPT 29 and PH page 15). VIDEO: Show video of “Staying strong plan in Action” (7 minutes) then discuss. Activity Five PPT 31 : to the ‘Stay Strong Plan’ found in Appendix One of PH pages 37 - 39. Divide the group into smaller groups of 3 and instruct them to practice using the ‘Stay Strong Plan’ in reference to the scenario involving ‘Jenna’. Regroup after 15 minutes and take feedback on the usefulness of the tool. Discuss the application of recovery-oriented practice in the disabilities context, referring to page 16 of PH. Discuss the Taking Time Framework (PPT 33) in reference to working with people living with disabilities who have experienced trauma. Discuss the fact that the Framework reinforces the importance of using a person-centred approach and that the values underpinning the Framework clearly parallel the principles of recovery-oriented practice. Pages 14 to 17 Appendix One, pages 37 - 39 Video: “Staying Strong Plan in Action” – 7 mins
Helping people to imagine a different future is another approach for eliciting self-motivational statements. Some questions that you could use for this strategy are: “How do you think things might be different for you once you leave hospital?” “If you were to become a parent, how might your drug use fit in with that role?” “What would be the best possible result that you could imagine, if you were to make a change?” Query Extremes It can be useful to ask people to consider ‘worst case’ and ‘best case’ scenarios in response to change. Some questions that you could use for this strategy are: “If you were to stop smoking, what do you imagine be the worst things that could possibly happen?” “If you were to take medications, what do you imagine would be the best things that could possibly happen?” These questions could be varied to include the ‘worst case’ and ‘best case’ imaginings around change and staying the same. Use Change Rulers Ask open questions about where the person sees themselves on a scale from 1 – 10. On a where one is not at all important, and ten is extremely important, how important is it to you to change _______ Follow up: Explain why are you at a ___ and not (lower number)? What might happen that could move you from ____ to a _____[higher number]? How much you want (desire)? How confident you are that you could (ability)? How committed are you to ____ (commitment)? Explore Goals and Values Ask what the person's guiding values are. What do they want in life? What is most important to you? a values card sort can be helpful here). How does this behaviour fit into your value system? In what way does ________ (the behaviour) conflict with the things you value?
Victim/Survivors Organisation Demonstration Project Location Website Anglicare Victoria in partnership with Emerge and Stepping Up In partnership with Emerge and Stepping Up, Anglicare will deliver the Family Therapeutic Recovery Program which will incorporate three programs, Beyond The Violence, Peek-A-Boo and Dolphin - into an integrated continuum of services for mothers and children who have experienced family violence. The Family Therapeutic Recovery Program will target adult and children victim-survivors, providing them with both joint and separate interventions. Through the program, women and children will have access to a therapeutic recovery worker, therapeutic safety focussed pre-work, evidence based group work, one-to-one coaching (in home or in refuge), and access to ongoing peer support. Bayside Peninsula & Southern Melbourne Australian Childhood Foundation (ACF) ACF's demonstration project will deliver counselling services for children and young people and their families. The project will incorporate specialist assessment and planning to match the needs of the child or young person with targeted intervention strategies. This will be done in consultation with the parent and child to address the critical needs during the assessment. The therapeutic interventions will include cognitive behaviour, family systems and psychodynamic approaches and promote the participation of children and young people in planning and decision-making. Mitcham, Shepparton and Wodonga ACF / EDVOS ACF will deliver group programs in recognition of the fact that family violence is a significant concern for women prior to, during and after pregnancy and childbirth. Through the project, ACF will deliver group programs for mothers, infants and young children (0-six years) in collaboration with the EDVOS Intensive Case Management Program and their Universal Services Team. This project seeks to enhance and extend therapeutic responses to mothers, infants and young children who have been impacted by family violence. Outer East Melbourne Baptcare The Reaching Children through Universal Service (RCUS) is a therapeutic recovery project for children and young people and their families, from 0-18 years. Baptcare will focus on engagement with refugees, CALD families and families living on low incomes to deliver a holistic, therapeutic case management model. A key focus will be the delivery therapeutic children's groups (co-facilitated by school staff), in concert with parenting programs and a comprehensive intake and assessment that will allocate a primary Children’s Therapeutic Case Manager who will provide continuity for Brimbank and Melton
About us Family Action is a charity committed to building stronger families by delivering innovative and effective services and support that reaches out to many of the UK’s most vulnerable people. We seek to empower people and communities to address issues and challenges through practical, financial and emotional help Children’s Therapeutic Service for Schools Our Children’s Therapeutic Service for Schools supports children and young people by helping to develop their mental health and emotional wellbeing, thereby helping to improve their attendance and engagement with education. We also provide consultation services and training for staff. Service address Fosse Neighbourhood Centre Mantle Road Leicester LE3 5HG Tel: 0116 216 8334 Family Action Children’s Therapeutic Service for Schools Providing therapy for children and young people, and consultation services and training for staff
Referral Information Reason for referral: family members: Other agencies involved (including any alcohol/drug service/mental health support, if any): Brief medical history: Is there any other relevant information you would like to add (eg. self harm, other worrying behaviour, etc): For Parenting 2000 Use Only Source of referral: *GP Referral [ ] GP recommendation [ ] Mersey Care NHS Trust [ ] Lancashire Care NHS Trust [ ] Cheshire & Wirral Partnership Trust (IAOT) [ ] Sefton MBC [ ] *Other Council [ ] Sefton Emotional Achievement Service (SEAS) [ ] Health Visitors [ ] *Hospital [ ] Living Well Sefton [ ] *Other Health Professionals [ ] Self/Carer/Parent [ ] School [ ] Children’s Centre [ ] *Other Voluntary Counselling Service [ ] Other VCF Organisation [ ] Social Workers [ ] *Please specify name: Date of first session: Date of last session: Date withdrawn (or n/a): Counsellor: No. sessions attended: No. DNA sessions: No. cancelled sessions: Notes:
3:30 Mind Aerobics 6:30 Happy Gang -TS 24 10:15 Mass-Chapel 25 9:45 Therapy 2:00-3:00 Marian Delight- MVDR 26 9:30 News and Views 1:30 Fun and Fit 27 10:00 Trivia with Mary 10:15 Mass-Chapel 6:15 Floor Hockey -RH 28 11:00 Curling 2:00 Happy Hour 2:00 Music on SM4 29 10:00 Group Exercise 10:30 Friday Morning Music with Joel Horvath- RH 2:00 Birthday Party- MVDR 6:30 Ageless Grace - RH 30 Katherine 11:00 Mind Aerobics 31 10:15 Mass-Chapel MVDR = Marian Dining Room CR = Craft Room TS = Town Square RH = Recreation Hall OPEN ART STUDIO: Tuesday to Friday 9:00am – 4:00pm
BIOGRAPHY: Joanne Cesiro, PT, DPT, CLT, CYI is a Doctor of Physical Therapy and aClinical Assistant Professor in the Stony Brook University PT program. She holds an Introductory Level Certification in the Iyengar Yoga method and has spoken nationally on the subject of Therapeutic Yoga. Dr. Cesiro is a member of the APTA and the International Yoga Therapist Association. She is also a Certified Lymphedema Specialist. COURSE OBJECTIVES: Identify the precepts of yoga philosophy including the limbs of yoga Discuss the indications, precautions and contraindications of poses for a wide range of patient diagnoses, including lumbar and thoracic dysfunctions, scoliosis, neurological as well as women’s health and immune system strengthening Review the importance of sequencing yoga postures for safety and efficacy Demonstrate how to appropriately set up patients in poses using a variety of yoga props COURSE SCHEDULE: 9:00 a.m. History, Theories and Poses of Yoga 10:00 a.m. The Spine: HNP, DJD, Scoliosis, and Forward Head Posture 11:00 a.m. Neurological Disorders: MS, PD, SCI 12:00 p.m. LUNCH (On your Own) 1:00 p.m. Women’s Health: Prenatal, Osteoporosis 2:00 p.m. Immune System, Restorative, Stress Management: Fibromyalgia, Cancer 3:00 p.m. How to Progress a Pose 4:00 p.m. Documentation 4:30p.m. Summary and Q&A 5:00 p.m. Course ends ATTIRE: Please wear comfortable clothing that allows for movement. Please any yoga props you may have including a yoga mat, blocks, belts, blankets, etc. CONTACT: If you have any questions, please contact Joanne Cesiro, PT, DPT, at CANCELLATION POLICY: Individuals must request a refund via email 72 hours prior to the date of the course. LOCATION: Stony Brook Manhattan 101 East 27th Street, 3rd Floor, (between Park Avenue and Lexington) New York, NY 10016 REGISTRATION: Course registration will be capped at 40 participants. Building address and directions will be emailed with confirmation.You will receive .7 CEU for this course. Registration deadline is 25, 2016.
a. polarization. b. social loafing. c. the bystander effect. d. the mere exposure effect. e. social facilitation. ____ 28. Two classmates ask you to spend a couple of hours helping them prepare for a chemistry test. According to social exchange theory, you would be most likely to help them if a. your parents helped you study for tests when you were younger. b. your classmates are slow learners who really need your help. c. you know you would feel terribly guilty for refusing their request. d. you know that someone else helped them prepare for an earlier test. e. your classmates cannot afford to pay for a private tutor. ____ 29. An expectation that people will help those who depend on them is known as the a. ingroup bias. b. just-world phenomenon. c. superordinate goal. d. social-responsibility norm. e. bystander effect. ____ 30. Gallup surveys indicate that Americans who frequently attend religious services are more likely than those who do not attend religious services to a. report that they are currently aiding the poor and infirm. b. demonstrate the bystander effect. c. violate the social-responsibility norm. d. base their altruistic acts on the principle of reciprocity. e. self-disclose to people they consider friends.
Appendix 2. Prevalence for disability in Lewisham (Model developed by Dr. Tony O’Sullivan in 2005, and updated for current/projected figures in 2011. Projections based on 5000 births/year in Lewisham). Prevalence model for disability in Lewisham Incidence per 1000 children Incidence per year (5000 births/year) Lewisham prevalence 0 – 4 yrs 11 mths Projected Lewisham prevalence 5 -15 yr 11 mths Projected Lewisham prevalence 16 - 19y if 5000 births/year continue Total estimated prevalence in current population 55,000 0-16y (up to 16th birthday) Area of special need/impairment/disability Learning disability severe moderate 4 25 20 125 100 375 220 1375 60 - 1595 220 1375 Physical disability cerebral muscular dystrophy 3-4 2.5 0.15 17.5 12.5 0.75 88 63 4 193 99 6 38 not estimated 150 132 8-9 Autistic spectrum disorder (1.5%) (80% with significant learning diff) 15 75 225 825 not estimated 695 speech and language delay/disorder language disorder/significant language 10 conservative estimate 50 150 300 primary not estimated 450 up to 11y hearing loss requiring aids severe hearing loss 2 10 50 110 106
moderate hearing loss (aided) 5 5 25 25 55 55 not estimated 53 53 visual impairment (VI) isolated severe VI partially sighted 1.9 (0.3) (1.6) 9.5 1.5 8 48 7.5 40 106 18 88 not estimated 101 16 85 motor planning disorders developmental coordination disorder 1% severe (up to 5% mild) 10 50 150 550 530 + behavioural/attentional disorders hyperkinetic disorder 1% (all types of ADHD) 10 (50) 50 - (13) 500 (13) not estimated 530 + (not double counting autism and learning difficulty) 55-65 210+ 590 2242 70-80 1600-2200 (3-4%)
Theory of Change 1. Introduction The Resilience Thematic Group’s Theory of Change outlines the strategies, outputs, outcomes and targeted impact of the project. This is elaborated in visual format followed by a detailed narrative which explains the inter-relations between the visually presented strategies, outputs, outcomes and impact.
97112 Neuromuscular Reeducation of movement, balance, coordination, kinesthetic sense, posture, and/or proprioception for sitting and/or standing 15 minutes Session limit 4 units See above codes See above codes 97124 Massage Therapy including effleurage, pertrissage, tapotement (stroking, compression, percussion) 15 minutes Session limit 4 units See codes See above codes 97150 Group Therapeutic (2 or more individuals) Encounter I unit per recipient See above codes See codes 97530 Kinetic activities, direct (1X1) patient contact by the provider (use of dynamic activities to improve functional performance) 15 minutes Session limit 4 units See codes See above codes 97533 Sensory Integration to enhance sensory processing and promote adaptive responses to environmental demands direct (1X1) patient contact by the provider. 15 min Session limit 4 units See above codes See above codes 97532 Development of cognitive skills to improve attention, memory, problem solving (includes compensatory training), direct (1x1) patient contact by the provider, each 15 minutes 15 min. Session limit 4 units See above codes See above codes 97755 Assistive Technology assessment 15 minutes With written report See above codes In the you require more codes please refer to:
movement, balance, coordination, kinesthetic sense, posture, and/or proprioception for sitting and/or standing Or any of the codes above 97116 Gait training including stair climbing 315.4 Developmental Coordination Disorder Or any of the codes above See ICD-10 codes above Encounter Session limit 4 units 97124 Massage Therapy including effleurage, pertrissage, tapotement (stroking, compression, percussion) 315.4 Developmental Coordination Disorder Or any of the codes above See ICD-10 codes above 15 min Session limit 4 units 97530 Kinetic activities, direct (1X1) patient contact by the provider (use of dynamic activities to improve functional performance) 315.4 Developmental Coordination Disorder Or any of the codes above See ICD-10 above 15 min Session limit 4 units 97755 Assistive Technology assessment 315.4 Developmental Coordination Disorder Or any of the codes above See ICD-10 codes above 15 minutes With written report In the event you require more codes please refer to: Therapy Monthly Log-PT-Page 3
Therapy Progress Note Client’s Name: _________________________________ Case Number: ___________________________ Appointment Date: ___________________ Appointment Time: ___________________ Session Therapeutic Intervention:
Consequence: irrational beliefs lead to self behaviors, anxiety disorders, and depression. Cognitive Triad therapy: developed by Aaron Beck to help clients come to grips with negative beliefs about the following: His/herself His/her world His/her future Modeling: exhibiting the way a person should thinking about thinks in a certain situation. Role playing: assuming a role of a different person or situation to act out how someone is feeling or thinking. Humanistic therapy: believing that people are innately good and motivated to achieve their highest potential instead of viewing human nature as irrational or Humanistic therapy believes that when people are raised in an accepting atmosphere, they will develop healthy self-concepts and strive to find meaning in life. Insight therapy: attempting to reduce the inner conflicts that are impeding natural development by increasing the awareness of underlying motives. Focuses more on the present and future than on the past; and, focuses more on the conscious than the unconscious. Existential analysis: looking at the philosophical questions of a person’s thoughts: What is the meaning of life? Where am I going in life? Gestalt therapy: developed by Perls, therapy aimed to emphasize the need for clients to fully acknowledge and experience their feelings, thoughts, and to become more self-aware and self-accepting. Focus more on how one feels instead of why one feels, uses the empty-chair technique in which a patient sits in front of an empty chair and imagines that the person to whom s/he needs to express his/her feelings is in the chair. The person then expresses his/her feelings to the person as if s/he were there. Client-centered (person-centered) therapy: one of the most widely used models in psychotherapy It involves creating a comfortable, non-judgmental environment by demonstrating empathy, genuineness, and unconditional positive regard toward the patients. Rogers believed that the term patient implied that the individual was sick and seeking a cure from a therapist. By using the term client instead, Rogers emphasized the importance of the individual in seeking assistance, controlling their destiny and overcoming their difficulties. Client-centered therapy uses the following: Non-directive approach: clients are encouraged to freely find solutions to problems instead of the therapist telling them what they should do. Active listening: echoing, restating and seeking clarification of what the client is expressing.
According to the Healthy People 2010 Database, the aging population is expected to increase from 40 million in 2010 to 70 million by 2030 with more people coping with chronic illnesses such as diabetes (Simmons, 2009). The American Diabetes Association (ADA) estimates that a million people are being diagnosed with diabetes every year (Kumar, 2007). There are over 180 million people worldwide with diabetes and this number is expected to double by 2030 as diabetes spirals out of control. In the United States, diabetes mellitus is also associated with foot ulcers and is the leading cause of non-traumatic lower extremity amputations. More than 68,000 non-traumatic lower extremity amputations were performed on patients with diabetes in 2009, a rate that is eight times higher in patients with diabetes than in those who do not have diabetes (CDC, 2012). According to the U.S. Department of Health and Human Services, (2010) this adds up to 3.5 of every 1000 diabetic patients with the survival rate one-year post amputation at 65%, 45% after the second year, 18% after the third year, and 5% after four years (Cornell & Steinberg, 2009). The leading cause of lower extremity amputations is foot ulcers. In 2007, the treatment of diabetes and its complications in the United States was at least $116 billion with at least 33% of these costs linked to the treatment of foot ulcer (Vickie et al., 2010). Pressure offloading through the use of both medical devices and the making of appropriate lifestyle changes is a crucial element in the treatment of diabetic foot ulcers. Quality of life issues in patients with chronic diabetic foot wounds is an essential aspect of total health care. It is important for healthcare providers to recognize and appreciate the difficulties these patients face on a daily basis (Armstrong, 2008).
QUARTERLY INFORMATION 1 OCTOBER – 31 DECEMBER 2014 GIFTS GIVEN OVER £140 Secretary of State for Northern Ireland, The Rt Hon. Theresa Villiers MP Date gift given To Gift (over £140) Nil Return RECEIVED OVER £140 Secretary of State for Northern Ireland, The Rt Hon. Theresa Villiers MP Date gift received From Gift Value (over £140) Outcome Nil Return
OVERSEAS TRAVEL Secretary of State for Northern Ireland, The Rt Hon. Theresa Villiers MP Date(s) of trip Destination Purpose of trip ‘Scheduled’ ‘No 32 (The Royal) Squadron’ or ‘other RAF’ or ‘Charter’ or ‘Eurostar’ Number of officials accompanying Minister, where travel is used cost including travel and accommodation of Minister only 7 October Dublin Meeting with Irish Foreign Minister - £144.91 HOSPITALITY
OVERSEAS TRAVEL Secretary of State for Northern Ireland, The Rt Hon. Theresa Villiers MP Date(s) of trip Destination Purpose of trip ‘Scheduled’ ‘No 32 (The Royal) Squadron’ or ‘other RAF’ or ‘Charter’ or ‘Eurostar’ Number of officials accompanying Minister, where travel is used Total cost including travel and accommodation of Minister only 4-6 February Washington & New York Update US on the Stormont House Agreement - £5050.24 10-11 February Dublin Meetings with Ministers from the Government £129.11 15 – 17 March Washington To attend the St Patrick Day events in Washington £4978.86
HOSPITALITY Secretary of State for Northern Ireland, The Rt Hon. Theresa Villiers MP Date of hospitality Name of organisation Type of hospitality received (include an asterisk against the entry if accompanied by spouse/partner or other family member or friend) 13 January Daily Telegraph Lunch 6 February Irish-American Community reps Breakfast 16 March American Ireland Fund Dinner 17 March NI Bureau Breakfast
Brushless DC motors are those where the phase windings are held in stator and the permanent magnets are in the rotor. Stator windings are alternately energized using electronic switching circuits instead of mechanical commutation through brushes. BEHAVIOUR OF DC MOTORS: The value of induced back emf due to armature rotation is given by (3) = radial magnetic flux = no. of conductors moving through the magnetic field = revolutions per minute = no. of poles =no. of parallel paths in armature The equivalent circuit of a DC motor is given by: Armature current is given by; =net voltage/net resistance (4) Where =applied voltage across armature conductors = resistance of armature circuit The voltage equation of a motor given by (5) (6) =electrical input to the armature
8D Corrective Action Report (CAR) Reported Date: CAR Start Date: CAR Revision Date: Current Gate Status: Customer Name: Customer Contact: Email: Part Name: Part Number: Part Serial #: Reject Qty: D1 Establish the Team – 8D Champion Dept./Function D2 Define the Problem Problem Summary: Who (supplied): What (part impacted): Where (found): When (received): How (escaped): How Many(defects): D3 Take Short Term Action (Containment) Activity Description Responsible Date Started Results D4 Determine and Rank Potential Root Causes Process Root Cause – Why Occurred? Detect Root Cause – Why Escaped? Systematic Root – Why our System Allowed it? D5 Develop and Verify Solution Activity Description How Verified? Responsible Target Date Comp. Date D6 Implement and Validate Corrective Actions Activity Description How Validated? Responsible Target Date Comp. Date Validation Date D7 Preventive Action (Prevent Problem Recurrence) Activity Description How Verified? Responsible Target Date Comp. Date D8 Recognize the Team Closure Approval Date Team Leader:
Summary of outcomes of IRT analysis (A) Absolute TSCR and (B) Relative TSCR to a sternal reference region. A Absolute TSCR (°C) Vehicle session Cold Session p-value Base TSCR 35.7±0.07 35.1±0.29 0.09 Peak TSCR (initial) 35.8±0.06 35.2±0.29 0.09 Δ10TSCR 0.1±0.03 0.1±0.03 0.64 Peak TSCR (initial & final) 35.9±0.08 35.4±0.25 0.06 TSCR at 10mins of cooling 35.6±0.07 35.1±0.30 0.11 TSCR in final minute of cooling 35.7±0.08 35.3±0.25 0.09 B TSCR relative to sternal reference region (°C) Vehicle session Cold Session p-value Base TSCR 1.3±0.13 1.9± 0.24 0.01 Peak TSCR (initial) 1.4±0.13 2.2±0.27 0.01 Δ10TSCR 0.2±0.03 0.3±0.05 0.04 Peak TSCR (initial & final) 1.5±0.14 2.7±0.29 0.001 TSCR at 10mins of cooling 1.4±0.14 2.2±0.26 0.004 TSCR in final minute of cooling 1.4±0.13 2.6±0.27 0.0004 Means (± SEM) from 8 adult males. TSCR: supraclavicular temperature; Δ10TSCR: change in TSCR (peak TSCR – base TSCR) over the first 10 minutes of cooling Table Percentage spatial overlap between MIP and TI Individual values from 8 adult males showing the percentage spatial overlap between the area of maximum supraclavicular MR(gluc) on the MR(gluc)MIP image and the area of maximum supraclavicular temperature on the TI. Overlap for participants who underwent both cold and vehicle PET-CT scans was significantly reduced in the vehicle sessions (cold: 35.4±5.1%, vehicle: 4.7±2.8%, p < 0.001). Overlap (%) Cold Vehicle
Disclaimer The model and model documentation described herein are provided for the sole purpose of facilitating thermal modeling of a structure where the referenced product is included. It should not and cannot be interpreted neither as a detailed description of the product itself, nor as a statement of the product's performance. The model has been constructed on a best effort basis, but we cannot accept liability for any discrepancy between model predictions and actual values. Revision history Rev B 2018-10-15 Appendix 1 - Material Data Material data for PKB-D. Heat Conductivity [W/m/K] Domain x-, y- z- WinCu 70 0.5 NormCu 70 6 MedCu 10 1.5 LowCu 2.5 0.8 FERRITE 3 3 COMPS 30 30 GAPFILLER 1.5 1.5 BASEPLATE 238 238 PINS 380 380 Appendix 2 - Power Loss Distribution Power loss distribution for BMR 480. Vin= 54V Vout= 10.3V Iout=94A
Answer Key Temperature and KE CW #1 Answer Key Answers may vary slightly State Attraction between molecules Movement between molecules Volume Shape Solid Very strong attraction Molecules stay in fixed position but vibrate Definite volume Definite Liquid Attracted, but less than solid molecules Molecules can slip and flow past each Definite volume on shape of container Gas Molecules are not attracted to each other much (the least of all 3 states) Molecules can easily move past each other No definite volume No definite shape G, S, G, L, S, G, L, S Answers may vary slightly Heated (word description) Balloon expands Heated (picture) Cooled (word description) Balloon shrinks Cooled (picture) This happens because when the molecules of the gas (air) are heated, they move faster, spread out and thus push out on the balloon. When the air is cooled, the molecules move slower, aren’t spread out and don’t push out on the balloon as much so it shrinks. Answers may vary slightly Heated (word description) Heated (picture)