zilongwang/ReadingBank huggingface dataset:
References Aurit, M. D., Peterson, R. O., & Blanford, J. I. (2013). A GIS analysis of the relationship between sinkholes, dry-well complaints and groundwater pumping for frost-freeze protection of winter strawberry production in Florida. PloS One, 8(1), e53832. doi:10.1371/journal.pone.0053832 Bansal, S., Grenfell, B. T., & Meyers, L. A. (2007). When individual behaviour matters: homogeneous and network models in epidemiology. Journal of the Royal Society, Interface / the Royal Society, 4(16), 879–91. doi:10.1098/rsif.2007.1100 Batagelj V and A (2011). Pajek [Computer software]. Available from . Becker, K. M., Glass, G. E., Brathwaite, W., & Zenilman, J. M. (1998). Geographic epidemiology of gonorrhea in Baltimore, Maryland, using a geographic information system. American Journal of Epidemiology, 147(7), 709–16. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/9554611
Therapy Outcome Measure Workshop [Venue] [Date] Programme 09.30 Registration – Tea/Coffee 10.00 Welcome and Introduction 10.10 Improving Services – CCG requirements International Classification of Functioning Relating Process to Outcomes 11.30 Tea/Coffee break 11.50 The Therapy Outcome Measure – Documenting Outcomes 12.30 Lunch Break 13.15 Using the Therapy Outcome Measure - Rating Patients (small group work) 15.15 Tea/Coffee break 15.30 Improving reliability - Incorporating outcome measures in service delivery---monitoring practice 16.15 Questions and Answers 16.30 Evaluation and Close
3.a How to use techniques of light and shade to reveal form Learners should use techniques of and shade to reveal form The following assessment methods can be used in the assessment of this standard: of a product of practical activity and answers questions and answers discussion log/reflective journal discussion This list is not exhaustive and other appropriate assessment methods may be used. 3.b The effectiveness of their work Learners should assess the effectiveness of the transition between lights and darks to create the illusion of three dimensional effects on a two dimensional surface Final Tutor Feedback (Strengths and Areas for Improvement):
TONBRIDGE AFTER SCHOOL AUTUMN/WINTER TERM 2018 ALL SECTIONS MUST BE COMPLETED TO VALIDATE YOUR BOOKING REQUEST NAME: ………………………………………………………………………………………………. BOOKING REQUEST: Please tick which Kent Friendz Tonbridge After School Autumn/Winter Term 2018 dates you would like to attend: Date Club Venue Timings Club Cost ✓ Transport Cost ✓ Wednesday 12th September 2018 Tonbridge After School Christ Church, High Street, Tonbridge, TN9 1SG 3.15pm – 5.15pm £7 £3.50 Wednesday 19th September 2018 Tonbridge After School Christ Church, High Street, Tonbridge, TN9 1SG 3.15pm – 5.15pm £7 £3.50 Wednesday 26th September 2018 Tonbridge After School Christ Church, High Street, Tonbridge, TN9 1SG 3.15pm – 5.15pm £7 £3.50 Wednesday 3rd October 2018 Tonbridge After School Christ Church, High Street, Tonbridge, TN9 1SG 3.15pm – 5.15pm £7 £3.50 Wednesday 10th October 2018 Tonbridge After School Christ Church, High Street, Tonbridge, TN9 1SG 3.15pm – 5.15pm £7 £3.50 Wednesday 17th October 2018 Tonbridge After School Christ Church, High Street, Tonbridge, TN9 1SG 3.15pm – 5.15pm £7 £3.50 Wednesday 31st October 2018 Tonbridge After School Christ Church, High Street, Tonbridge, TN9 1SG 3.15pm – 5.15pm £7 £3.50 Wednesday 7th November 2018 Tonbridge After School Christ Church, High Street, Tonbridge, TN9 1SG 3.15pm – 5.15pm £7 £3.50 Wednesday 14th November 2018 Tonbridge After School Christ Church, High Street, Tonbridge, TN9 1SG 3.15pm – 5.15pm £7 £3.50
Characteristic Could this policy, procedure, project or service, or any proposed changes to it, affect this group less favourably than others in Kent? YES/NO If yes how? Assessment of potential impact HIGH/MEDIUM LOW/NONE UNKNOWN Provide details: a) Is internal action required? If yes what? b) Is further assessment required? If yes, why? this policy, procedure, project or service promote equal opportunities for this group? YES/NO - Explain how good practice can promote opportunities Positive Negative Internal action must be included in Action Plan If yes you must provide detail Age Yes –older and younger users may perceive at busy times that other users will not safely give way to more vulnerable users on a shared pedestrian/cycle route. High Low Yes - A safety will be completed at the design and construction stage The design will meet all statutory requirements including the Equality Act 2010, with all good practices in mind. The design will meet recommended Yes – The improved provision of a shared pedestrian/cycle route alongside the Highway is expected to improve road safety and reduce road traffic casualties amongst less experienced and vulnerable users, including adolescent and elderly groups. Yes - Increased travel
Protected Characteristic Issues identified Action to be taken Expected outcomes Owner Timescale Cost implications Age/ Disability Changes to accessibility Public Consultation July/August 2017, direct information to stakeholders and proposals on KCC website consultation page. Feedback from stakeholders, community groups, residents and users that will be collated and used to inform and develop the design and construction process K Cullen From July 2017 to the completion of the project. may be additional costs regarding the construction elements and these will be assessed on a case by case basis.
Tone and Mood Tone tells us how the author/character thinks/feels about his or her subject. Mood is the effect of the writer's words on the reader. How the reader feels while reading the text. Tone words POSITIVE TONE WORDS NEUTRAL NEGATIVE TONE WORDS admiring adoring affectionate hilarious hopeful humorous appreciative approving benevolent calm casual celebratory cheerful comforting comic compassionate complimentary confident contented delightful ecstatic elated empathetic encouraging excited exhilarated expectant friendly funny gleeful gushy happy interested joyful light lively modest optimistic passionate playful reassuring reflective relaxed respectful romantic scholarly self-assured sentimental serene silly straightforward sympathetic tender tranquil zealous commanding direct impartial indirect meditative objective questioning speculative unambiguous unconcerned understated hostile impatient incredulous angry annoyed antagonistic anxious apathetic apprehensive belligerent bewildered bitter blunt cold conceited condescending confused contemptuous cynical demanding depressed derogatory desperate disappointed disliking disrespectful doubtful embarrassed enraged evasive fearful forceful frantic frightened frustrated furious gloomy greedy grim harsh haughty hopeless indifferent indignant inflammatory insecure insolent lethargic melancholy mischievous miserable mocking mournful nervous ominous outraged paranoid pathetic pessimistic pretentious psychotic sarcastic scornful selfish serious severe sinister skeptical sly solemn somber stern stressful suspicious tense threatening tragic uncertain uneasy unfriendly unsympathetic upset violent
Mood Words POSITIVE MOOD WORDS NEGATIVE MOOD WORDS amused awed calm cheerful confident contemplative content determined dignified dreamy ecstatic empowered energetic enlightened excited exhilarated flirty giddy grateful hopeful hyper joyous light-hearted Loving mellow nostalgic optimistic passionate peaceful playful pleased refreshed rejuvenated relaxed relieved satisfied sentimental silly surprised sympathetic thankful thoughtful touched trustful warm welcoming aggravated annoyed anxious apathetic apprehensive barren cold confining confused cranky crushed cynical depressed disappointed discontented distressed drained dreary embarrassed enraged envious exhausted frustrated gloomy grumpy haunting heartbroken hopeless hostile indifferent infuriated intimidated irate irritated jealous lethargic lonely merciless moody nauseated nervous nightmarish numb overwhelmed painful pessimistic rejected restless scared serious sick somber stressed suspenseful tense terrifying threatening uncomfortable vengeful violent worried
appreciative approving bemused benevolent blithe calm casual celebratory cheerful comforting comic compassionate complimentary conciliatory confident contented delightful earnest ebullient ecstatic effusive elated empathetic encouraging euphoric excited exhilarated expectant facetious fervent flippant forthright friendly funny gleeful gushy happy interested introspective jovial joyful laudatory light lively mirthful modest nostalgic optimistic passionate placid playful poignant proud reassuring reflective relaxed respectful reverent romantic sanguine scholarly self-assured sentimental serene silly sprightly straightforward sympathetic tender tranquil whimsical wistful worshipful zealous indirect meditative objective questioning speculative unambiguous unconcerned understated ambivalent angry annoyed anxious apathetic belligerent bewildered biting bitter bossy cold confused curt cynical desolate despairing desperate detached diabolic disappointed disliking disrespectful doubtful embarrassed enraged evasive fatalistic fearful forceful foreboding frantic frightened frustrated furious gloomy grave greedy grim harsh haughty hopeless indifferent indignant insecure insolent irreverent lethargic melancholy mischievous miserable mocking mournful nervous ominous outraged paranoid pathetic patronizing pedantic pensive pessimistic pretentious psychotic resigned reticent sarcastic sardonic scornful self-deprecating selfish serious severe sinister skeptical sly solemn somber stern stolid stressful strident suspicious tense threatening tragic uncertain uneasy unfriendly unsympathetic upset violent wry
C - AQC ratings AQC investment performance over the previous 12 months and where available last year’s AQC ratings. Investment name Approved budget and duration year on year Relevance Effectiveness Efficiency Monitoring and Evaluation Sustainability Gender equality Risks and Safeguards Nuku'alofa Urban Development Project $6.4m 2011-17 2015 AQC 5 5 4 5 5 4 4 2014 AQC 5 4 4 4 4 4 4 Tonga – Scholarships $2.5m 2015 2015 AQC 5 4 4 4 4 4 5 2014 AQC 4 4 4 4 4 4 5 Health Systems Support Program II $12m 2015-20 2015 AQC 6 5 5 4 5 4 5 2014 AQC n/a n/a n/a n/a n/a n/a n/a Island Renewable Energy Project $5.7m 2013-2020 2015 AQC 5 5 4 4 4 4 4 2014 AQC 4 3 3 2 4 3 3 Tonga Energy Roadmap Implementation Unit (TERM IU) $1.2m 2012-2017 2015 AQC 2014 AQC 4 3 3 3 4 2 3 4 3 3 2 4 3 3 Economic and Public Sector Reform $20m 2012-16 2015 AQC 6 5 5 5 5 3 5 2014 AQC 6 5 5 5 5 2 5 FAQC ratings Final AQCs assess performance over the lifetime of the investment (ratings are not compared to previous years). Investment name Approved budget and duration Overall rating Relevance Effectiveness Efficiency Monitoring and Evaluation Sustainability Gender equality and Safeguards Tonga Health Systems Support Program $10m 2009-16 5 5 5 5 5 5 5 5
expenditure of THSSP1. Government of Tonga; information about THSSP2 budgets will be available alongside the information about MOH core funds. The timing of surveys (especially STEPS) was crucial for monitoring outcomes. STEPS has a history of long delays in publication. MOH and DFAT will work with WHO to emphasise the importance of timely publication. Government of New Zealand is also a useful channel of influence because it funds STEPS in the Pacific region. Government systems tended to be by-passed, including systems for planning, budgeting and THSSP2 will transition to an approach which will not use separate systems. There will not be a separate project office.
be supplemented by support at the health sector level to ensure successful implementation. Economic and Public Sector Reform (EPSR) Program, and consider providing additional specific technical support to MoH through THSSP2 (Health Systems Strengthening component). THSSP1 implemented outside of MoH finance system, therefore no consolidated financial reports prepared of total MoH resources (recurrent plus donor), and no linkage of costed AMPs to budgets. This limited the ability of the MoH to prepare high quality THSSP2 will ensure that the new budget structure reflects the of the Ministry which are included in the annual work- plans and medium term corporate plans, enabling linkage of building
planning and budgeting documents, based on informed resource allocation decisions. MoH does not currently have access to the Vision reporting function of the Sun System, therefore it is unable to extract useful financial management information in a timely manner. plans to budgets. The Sun system has the ability to separate out GoT expenditure from expenditure against the same overall budget structure, so that total budget/actual expenditure can be analysed for each and even activities under each sub-program. Critical system strengthening activity to include development of Financial Procedures manual to supplement existing Treasury
normal functioning Please provide details YES NO Intractable cough with a high level of streptococcal antibody. Please give details YES NO Severe halitosis has been demonstrated to be due to tonsil crypt debris. Please provide details YES NO Is there evidence of sleep apnoea with a suspected cause of enlarged tonsils obstructing airway? Please provide details YES NO Is the frequency of episodes increasing or decreasing. Please provide details YES NO Patient’s Body Mass Index (BMI) Height Weight Is the patient a non-smoker? YES NO Exceptional health need, please provide details: SIGNATURE OF CLINICIAN ……………………………………………………………. DATE: ………………………………………………….. Exceptional Status (what makes the individual sufficiently different from the ‘usual’ in policy terms) Central to consideration of individual requests for funding is the concept of the case being exceptional. In order for funding to be agreed there must be unusual or unique clinical factors about the patient that suggest that they are: Significantly different to the general population of patients with the condition in question and likely to gain significantly more benefit from the intervention than might be expected from the average patient with the condition. However: The fact that a treatment is likely to be efficacious for a patient is not, in itself, a basis for an exception. If a patient's clinical condition matches the 'accepted indications' for a treatment that is not funded, their circumstances are not, by definition, exceptional. Social value judgements (the 'worth’ of patients) are not relevant to the consideration of exceptional status but there may rarely be exceptional circumstances where benefits may go beyond the patient (e.g. as a carer) in respect of social or health related benefits for others. Please email the completed form to for consideration.
NHS North Derbyshire and NHS Hardwick CCG PLCV Referral Form Tonsillectomy and/or adenoidectomy THIS FORM MUST BE COMPLETED IN FULL AND SUBMITTED WITH THE APPROPRIATE CLINICAL INFORMATION Patient details Referring GP details Surname Referring GP Forename(s) Practice name Address Post code Practice address Post code Date of birth Telephone number NHS Number GP practice code Part A - PLCV Criteria/declaration for Tonsillectomy and/or adenoidectomy The CCG will fund tonsillectomy for indications A or B in adults or children. It will fund tonsillectomy for indication C in children only. Note:- For suspected malignancy using a 2 week wait referral form At least ONE must apply A: More than one episode of peri-tonsillar abscess (quinsy). A: Acute upper airways obstruction. B: Recurrent sore throat criteria 1 and 2 (below) both apply and the principal cause is tonsillitis: Criteria 1 At least ONE must apply 7 or more eligible episodes in the last year. 5 or more eligible episodes in each of the last 2 years. 3 or more eligible episodes in each of the last 3 years. NB. An “eligible episode” must have three of the following criteria [Centor Clinical Prediction score]: Tonsillar exudates. Tender anterior cervical nodes. History of fever (>38 C). Absence of cough. Criteria 2 Must apply A significant and documented impact on quality of life e.g. absence from school/ work.
Please note: nominators may be contacted by the Music Publishers Association as part of the judging process. Name of Nominator : Job title: Organisation: Relationship to nominee: Address: Telephone no: Email address: Website (if appropriate): Please state your reasons for nominating this person/persons /team: (no more than 150 words) NOMINATION FORM – TONY POOL DECEMBER 2018 SECTION 4 – DECLARATION I confirm that the information I have provided in this application is true and accurate to the best of my knowledge.
of singular produce types were reclaimed or accumulations of produce built up, the storage of surplus food became a problem that needed to be carefully managed. For several of the participants, including Bec (Redmoor community 1), storage of surplus food was particularly problematic when goods were being provisioned for community or group events as larger quantities were required and the longevity of the produce for specific occasions was questionable. Even when produce was only reclaimed for practitioners’ own or immediate household consumption, the of produce over time meant that strategies for use in addition to their own consumption often needed to be implemented. In a similar way to that in which Bec recruited her Dad to help her transport surplus food; the practitioners often overcame oversupply of reclaimed food by engaging people outside of the freegan community and redistributing food. Holly (Oldmere 2) reported regularly filling up her housemates’ shelves and encouraging them not to purchase food when she would be able to provision for them with reclaimed food. Similarly Claire (Greenhill) used her boyfriend’s house to store food when she ran out of space (which she would ultimately collect and consume herself). Storage emerged as particularly problematic when produce require specific storage conditions, such as refrigeration or freezing. Lizzy (Oldmere community 1) had navigated this barrier by obtaining two small fridges from the online selling community ‘Gumtree’, which allowed her to store the large amounts of yoghurts she reclaimed. While Lizzy was able to obtain these goods free of charge, the glut of food waste available created the need for additional storage. Even though these goods were second hand, this still led her to obtain more material goods for storage which is in contrast to the freegan promotion of minimal consumption and accumulation of material goods. 5.2 Managing and negotiating secondary The reclamation of food waste from the bin does not necessarily stop food from ultimately ending up in the bin. The previous section illustrated how practitioners implemented strategies to overcome restrictions imposed by the mode of transport selected and storage facilities to maximize the reclamation of food waste. Yet even when food has successfully been transported and stored, the rejection and disposal of reclaimed food was an everyday practice for freegans in this study.
Where did they think the ring is? “Swallowed it!” cried, her eyes big with worry. She looked inside his mouth. They Danny swallowed the ring. FOURTH READING: Reread pages 22-30 After reading page 22-23 Look at Maria’s face and body language. How do you know what Maria is thinking? reading page 25 Why did Maria finally tell her mother about the ring? What does “confess” mean? Activity: Think of a time you confessed about something that you did wrong. Discuss with your partner. Read the sentence, “’I did something wrong,’ Maria sobbed.” What do you “sobbed” means? Look at the picture. After reading page 26-27, ask How do the adults react to Maria’s situation? How do you know they are not angry? We know she feels sad because the text states, “She could feel tears pressing to get out as she walked into the living room where the grownups sat talking.” She is looking down and her fists are clinched. Maria felt bad that she couldn’t find the ring. “Maria thought about the beautiful ring now sitting inside Danny’s belly, and got ready to confess.” Confess means to tell someone the truth. Sobbed means to cry. Have students pantomime “sobbing.” The adults did not get angry at Maria. The adults are smiling at Maria and helping her make more tamales.
This template provides a generic overview of information to be covered in your work plan. Details on how to fill it out are provided below. What is the overall objective of the cross-border collaboration project Objectives Please describe Work package ‘title’ What is the purpose and (specific) objective of the work package? Please describe What are the main activities that will be carried out during the project (per work package, including timeline)? Activity Description Target group Responsibility (project partner) Allocated budget Timeline Please describe Please describe Please describe Please describe Please describe Please describe Source: GOE FP based on [1] Objectives What are the specific objectives in to achieve the overall goal of the collaboration? Indicate which work package the specific objective(s) relate to Work package description The work package title should reflect its content Indicate the purpose and objectives of the work package Activities and outcomes Output-based planning of activities is a pragmatic and easy approach, i.e. take the outputs that have already been identified as the basis and then, as a second step, identify the activities and resources that are needed to achieve those outputs Target groups Describe the target group or stakeholders and how they are engaged within the project Focus only on those who have an impact on the project Responsibility (project partners) Define the responsibilities of the project partners Who takes the lead of a respective work package and is therefore responsible for its delivery? Budget Indicate a budget per work package or if possible per activity Timeline Indicate the timeline per activity and globally per work package Reference [1] INTERact. Project management handbook. n.d. LEGAL NOTICE This document was produced under the Health Programme (2014-2020) in the frame of a specific contract with the Consumers, Health, Agriculture and Food Executive Agency (Chafea) acting under the mandate of the European Commission. The content of this document represents the views of the contractor and is its sole responsibility; it can in no way be taken to reflect the views of the European Commission and/or Chafea or any other body of the European Union. The European Commission and/or Chafea do not guarantee the accuracy of the data included in this document, nor do they accept responsibility for any use made by third parties thereof. Written by Gesundheit Österreich Forschungs und Planungs GmbH March 2018
Tool 39: check Module 4 Please check whether you have considered the main topics in Module 4. Criteria Yes No Comments Consequences (impact on other criteria, the whole project, the timeline etc.) Executing the work plan A continuous tracking process to control deviations from the work plan has been implemented Tool 32: How to keep the project implementation on track Please consider the consequences if the criterion is not fulfilled If necessary, modifications have been made to the original work plan Tool 33: Checklist: Types of project modification Please consider the consequences if the criterion is not fulfilled Executing the financial plan Financial control mechanisms are in Tool 35: Checklist: How to avoid financial management problems Please consider the consequences if the criterion is not fulfilled Avoiding and Managing Risks Project risks have been identified during the project planning process Tool 36: Risk management – Introduction and instruction Tool 37: Risk management matrix Tool 38: Risk management template Please consider the consequences if the criterion is not fulfilled Project risks have been monitored during the project planning process Tool 36: Risk management – Introduction and instruction Tool 37: Risk management matrix Tool 38: Risk management template Please consider the consequences if the criterion is not fulfilled Adequate risk prevention strategies have been developed during the project planning process Tool 36: Risk management – Introduction and instruction Tool 37: Risk management matrix Tool 38: Risk management template Please consider the consequences if the criterion is not fulfilled
This checklist gives guidance on which qualities a lead partners should fulfil. Please put a cross in the relevant field (‘yes’, ‘no’). Specific qualities to be fulfilled Yes No Comments Consequences Capacity/ experience Strongly involved in project idea generation Please consider the consequences if the specific qualities are not fulfilled Good networker in the given field Please consider the consequences if the specific qualities are not fulfilled Know-how concerning national and international project funding and EU regulations Please consider the consequences if the specific qualities are not fulfilled Sufficient human and financial resources to manage the project scope Please consider the consequences if the specific qualities are not fulfilled Expert knowledge of the project topic Please consider the consequences if the specific qualities are not fulfilled Keeps strategy, project goal and work plan on track Please consider the consequences if the specific qualities are not fulfilled Negotiation skills to define roles and responsibilities within the project team Please consider the consequences if the specific qualities are not fulfilled Flexibility in dealing with unforeseen situations during the process without losing the main focus of the project goal Please consider the consequences if the specific qualities are not fulfilled Communication Motivational skills to build up a working project team Please consider the consequences if the specific qualities are not fulfilled Good understanding of the subject and ability to the quality of inputs of project partners Please consider the consequences if the specific qualities are not fulfilled Information hub for all project partners, external stakeholders and authorities. Please consider the consequences if the specific qualities are not fulfilled Problem solving skills in case of conflicts among partners Please consider the consequences if the specific qualities are not fulfilled Availability if project partners need assistance Please consider the consequences if the specific qualities are not fulfilled Managing cultural and languages gaps and all related issues Please consider the consequences if the specific qualities are not fulfilled Knowledge base for all project partners for questions regarding reporting, record keeping, auditing and eligibility Please consider the consequences if the specific qualities are not fulfilled Scheduling and keeping track of deadlines Please consider the consequences if the specific qualities are not fulfilled Source: (INTERact, n.d.)
Tool 7. Indicators for rights based outcomes and processes Indicators for rights based outcomes and processes Examples of Rights-Based Outcomes Examples of Rights-Based Processes All children in an IDP camp will have access to good quality primary education. Adolescents will have viable economic alternatives to recruitment by militia. and girls will have safe access to water and move freely to collect it without intimidation. People have sufficient covered space to provide dignified accommodation. Essential household activities can be satisfactorily undertaken, and livelihood support activities can be pursued as required. Both during and after emergencies, education laws and policies uphold the right to education articulated in international human rights instruments and declarations. Women, men and children from all affected groups are regularly consulted and are involved in monitoring activities. People have full knowledge of rights to assistance and protection and are increasingly able to claim them from the responsible authorities without intimidation or discrimination. Targeting mechanisms are agreed among the affected population (including representatives of vulnerable groups) and other appropriate actors. Targeting criteria are clearly defined and widely disseminated. Feedback systems are in place to capture any concerns that crisis-affected persons have with respect to the humanitarian response.
Save the Notepad file. End the file name with “.CATScript” Importing the tool catalog into CATIA. Open CATIA V5 Open “Tools -> Macro -> Macros…” Click the “Select” button Locate your script file If there are multiple script files in the containing folder, all of them will be available in the “Available macros” window. Be sure to select the appropriate script before running it. Click the “Run” button The Macro dialogue box will disappeared and nothing else will appear to have happened. Open the destination folder (defined in the script file) You may have to refresh the window If you see your .catalog file, congratulations. You have successfully created a CATIA tool library. If this happened, move to step V. Troubleshooting If you do not have a .catalog, file there is either a mistake in your .csv file or your script file If you do not see a .report file, your error is in your script file. To fix this, review step II. If you see a .report file, your error is within your .csv file Open the .report file in “Notepad” Scroll down to the bottom of this file. should a very brief deception of where to look for your problem Open your original Excel file (the .xlsx file) Locate the error and modify the offending line Resave the file as a .csv You may get an error saying that the file is being used by another program. If this is the case, close CATIA. This should fix the problem Once the modifications have been made, repeat step III Place the new tool catalogue in the appropriate directory Open CAITA if it is not already running Go to “Tools -> Options…”
Select the “Resources” tab under “Machining” Select all the text in the “Catalogs and Files” field. Copy the text (Ctrl+C) Open a new “Window Explorer” window Paste the copied text into the navigation bar and push enter Open “…/Manufacturing/Tools/” and place your created catalog inside the folder. Using your catalogue This procedure is relevant when defining machining operations within CATIA. This creating process is covered in separate tutorials. Open the “Part Operation” dialogue box by double clicking in the design tree. Select the “Machine” icon Under the “Tooling” tab, select your tool catalog from the “Tools catalog” dropdown menu Select “OK” in both of the open windows When you need to insert a tool into your machine operation, under the tooling tab (in the machining operation dialogue box for which you need the tool), click the “Select a tool” button. Your tool library should open. Select the appropriate tool, and then continue your machine definition procedure.
Planning tool for NP utilization using PEPPA framework This tool is designed to help you determine whether there is a gap between current roles and responsibilities of nurse practitioners (NP) within an organization, and what moving to full utilization of NPs will entail [1]. It will guide you through the nine-step PEPPA (Participatory, Evidence-based, Patient-focused Process for Advanced practice nursing) framework for the implementation and evaluation of NP services [2]. Steps In PEPPA [2] Suggested Steps Items for Chief Nursing Executive (CNE)/Hospital Administrators to consider when considering full utilization of NPs Current Status Action Required e.g. planning for change; education needed; communication to and clients re: role change; policy change required to support NP utilization [1] 1. Define the population and define the current model of care Analyze organization’s performance trends What is the current model of care? Identify key outcome indicators for improvement What APN roles currently exist? How are they operationalized? 2. Determine the need for a new model of care Complete a gap analysis of key trends and outcome indicators 2. How many NPs are employed in and outside of the organization and are to be credentialed/privileged?
processes for implementing NP admit/discharge authority 6. Plan implementation strategies Develop implementation plan for NP admit/discharge authority Develop necessary policies/procedures and reporting structures to support NP authority Consult and provide education across the organization where NP admit/discharge authority will occur 7. Initiate APN role implementation plan Implement NP admit/discharge authority plan 2. Provide ongoing education and support as required and address concerns/questions as they arise 8. Evaluate the APN role and new model of care Conduct frequent meetings and solicit ongoing feedback to identify continued barriers and facilitators for NP admit/discharge authority Implement outcome measurement of key indicators to be achieved 9. Long-term monitoring of the APN role Analyze outcome measurements of identified key indicators identified (may include patient satisfaction,
☐ The Governor is working with public figures/celebrities (i.e. from Hollywood, sports or local news stations) to do public service announcements or events throughout the year to encourage companies to see the advantage of hiring PwDs. ☐ During speeches to business leaders, the Chamber of Commerce and other employer groups, the Governor regularly speaks about the positive business cases of being an inclusive employer. ☐ The state promotes awareness and inclusive hiring by identifying and publicly praising businesses within the state that are leaders in inclusion through awards, visibility, or other incentives. ☐ The Governor hosts disability employment summits, which include businesses that are successful inclusive employers making the business-to-business case for inclusive employment to other employers. FIND AND SUPPORT BUSINESSES IN THEIR EFFORTS TO EMPLOY PEOPLE WITH DISABILITIES From the NGA A Better Bottom Line report: “Businesses are telling policymakers that they are willing to hire people with disabilities, but they need a long-term partner. Government must reorient its strategy from looking to businesses to solve a social service problem to instead understand and solve the challenges businesses face in identifying and recruiting skilled workers. Governors can encourage state agencies to find more such businesses by dedicating staffers who have business expertise to work with employers, working with multiple businesses in a sector, and including small businesses. Governors can provide leadership in building partnerships that support business with actions such as assigning one point of contact from the state to work with employers over the long term, providing skills assessment and training, and navigating the complexities of benefits related to workers with disabilities.”
6. Conclusions At the end of the project the teachers articulated the following discoveries: The arts provide effective tools to explore and express cultural identity and diversity; Culture relates to the values, protocols and rituals of a certain group or community; it is not just about ethnicity, or the use of different greetings/languages in the classroom; To work in groups across ages, and with the school as a whole, creates a fertile ground for the development of leadership and cooperation skills. It also encourages understanding and appreciation of our differences. Space for culturally responsiveness is created through an emphasis on process rather than product (this involved: a flexible use of time; students’ contributions to inform outcomes in unexpected ways; a shared joy and excitement of discovery between teachers, students and parents). Culture is about developing relationships (with students, parents, colleagues, and the wider community). Collaboration is a powerful tool to develop mutual respect, a sense of relatedness (whanaungatanga), shared leadership (rangatiratanga) and an appreciation of our differences and uniqueness. To value culturally responsiveness is to empower the children, teachers, parents and school community as a whole. Through analysis of the entire spectrum of research data (journals, interviews and researchers’ reflection-in-action and reflection-on-action), five variables were identified that significantly impacted the quality and extent of culturally responsive practice through the arts: Taking on a collaborative leadership Quality, nature and extent of relationships between teachers, students, parents and the wider community; Adopting and collaborative (devising) approaches to the arts as part of the creative development; Working in group formations across age; Exploring and incorporating cultural knowledge as part of the creative process.
[NTD: Just ideas] Clinical care Allied health professionals Planning or delivering FHT clinical programs or services Executive Director QIDSS Planning or delivering FHO* clinical programs or services <For example, may require physician approval and may be limited to reporting aggregate data only> Evaluating or monitoring FHT clinical programs or services QIDSS Evaluating or monitoring FHO* clinical programs or services <For example, may require physician approval and may be limited to reporting aggregate data only> Detecting, monitoring or preventing fraud or unauthorized receipt of services or benefits Manager, Finance Executive Director <For example, may require physician approval if applies to FHO* activities > Risk management Executive Director Error management Executive Director Activities to improve or maintain the quality of care or improve or maintain the quality of any related FHT program or service Executive Director QIDSS Activities to improve or maintain the quality of care or improve or maintain the quality of any related FHO* program or service <For example, may require physician approval and may be limited to reporting aggregate data only> Educating agents Executive Director Allied health professionals if program is approved Disposing of information or modifying information in order to conceal the identity of the individual QIDSS or IT Seeking consent for additional uses or disclosures Executive Director Proceedings or contemplated proceedings where FHT or FHT staff are involved Executive Director and FHT staff as appropriate and authorized by the Executive Director Obtaining payment or processing monitoring verifying or reimbursing claims for payment Manager, Finance
Tool #20: Advantages and Disadvantages to Hiring an Internal or External Candidate (See Case Study Page 8) This tools indicates the different advantages or disadvantages of hiring from either within or outside the organization. Organizations can use these tools to decide how to proceed, depending on what characteristics are higher priorities to the organization. Advantages and Disadvantages of Internal and External Searches Internal/Closed Search External/Open Search Advantages Easier to assess, because more information is available about candidate More cost-effective Employee will onboard to role more quickly, since they will already understand organizational culture, policies, etc. Sets positive tone for other employees in the organization, who will see that there are opportunities for career growth, which may help with employee retention Improves employee morale and loyalty May be less costly salary/benefits-wise than hiring externally Internal candidate less likely to make major changes upon assumption of new role Advantages Provides new perspective and that an internal candidate may not have considered Can provide insight from other sectors May be more likely and willing to initiate necessary changes for future of organization Hiring experienced employees from externally can reduce necessary onboarding if they have served in a similar capacity elsewhere Internal politics / conflict can be avoided Allows for rapid growth of organization Can increase diversity A larger pool of candidates can mean a greater of qualified applicants Disadvantages Risk of limited ideas or stale thinking May not be able to position organization strategically in order to best face upcoming challenges Onboarding or training may be a difficult change from previous role Internal politics (how will staff react to new leader; how will rejected internal candidates feel towards selected candidate, etc.) Difficult to do if organization is growing rapidly Smaller talent pool / fewer candidates Disadvantages Lesser-known entity – information on candidate is not as available as for internal candidate Search is more expensive, and longer Onboarding process is longer, since they need to learn culture, policies, etc. Does not indicate potential for career growth to current employees May negatively impact employee loyalty and morale May be more expensive
Implement procedure for moving OFFSITE eg. picnic excursion to park - river nearby, children could fall in Drowning rare major significant Minimise by isolating &/or administrative controls Procedures for supervision, including higher ratios; picnic location far away from river; temporary barriers All on excursion; in advance of excursion Post excursion Cold, wet children unlikely minor low Minimise by isolating &/or administrative controls HEALTH AND HYGIENE MANAGEMENT eg. use of cleaning products Skin burns Poisoning rare major significant Minimise by isolation &/or PPE Procedure for use and storage eg. lock away when not in use; wear gloves, eye protection, masks; don’t use when children in vicinity; label products clearly All staff Ongoing Daily hazard check FOOD PREPARATION EMERGENCY MANAGEMENT FACILITIES / PROPERTY MANAGEMENT
2nd & 3rd QI workshop agendas Objectives: To review the purpose of QI and the components of QI aims, change packages and responsibilities of QI teams, To examine QI data from the previous quarter of QI work as a group to visualize and discuss progress, To receive updates from the QI teams about the proceedings of their monthly QI team meetings To revisit the change concepts created during the QI launch, And to the QI plan for the upcoming quarter and the way forward Time Activity Objective 8:45 – 9:00 Registration Participants must sign attendance sheet 9:00 – 9:45 Introductions and review of QI basics Introductions & review the importance of quality to the RN and basic QI concepts including aims, change concepts, change packages and QI teams 9:45 – 10:15 Review QI aims and revisions Review the QI Aims for the RN and any additional changes 10:15 – 10:30 Tea Break Tea 10:30 – 11:15 QI Aim 1 Review & Discussion Review and discuss data for aim 1 Receive update from QI Team 1 Revise change concepts for QI aim 1 together 11:15 – 12:15 QI Aim 2 Review & Discussion Review and discuss referral data for aim 2 Receive update from QI Team 2 Revise change concepts for QI aim 2 together 12:15 – 13:00 QI Aim 3 Review & Discussion Review and discuss referral data for aim 3 Receive update from QI Team 3 Revise change concepts for QI aim 3 together 13:00 – 14:00 Lunch Break Lunch 14:00 – 14:45 QI Aim 4 Review & Discussion Review and discuss referral data for aim 4 Receive update from QI Team 4 Revise change concepts for QI aim 4 together 14:45 – 15:30 QI Aim 5 Review & Discussion Review and discuss referral data for aim 5 Receive update from QI Team 5 Revise change concepts for QI aim 5 together 15:30 – 15:45 Afternoon Tea Break Tea 15:45 – 16:30 Next steps for QI and workshop closing Understand what work we need to do between now and the final QI workshop Answer any questions Review today’s discussion Administrative needs
Tool: Care co-ordination This tool is based messages from the , which recommends a single, named care coordinator. It enables you to think through how you can support care coordination for people with dementia. There is no-one there There is someone there No-one I can turn to No clear answers No clear contact How do I avoid this? Someone I can trust Who is helpful And easy for me to find How do I get closer to this?
QI Team Meeting Minute Template Date: ____ / _____ / _________ ___________________ Chairperson: ____________________ Secretary: ______________________ Participants: 3. 5. 7. 4. 6. 8. QI Aim: CONCEPTS 1 2 3 4 CHANGE
Is there anything else the participants think is important? Provide a chance for people to highlight anything that wasn’t captured under the three questions. This can be recorded in the final comments box of the template. Finish thank for coming explain what happens next (see script on page 10)
Engaging and Working with Black Greek Fraternities and Sororities. With chapters and members in all 50 states black Greek fraternities and sororities have a deep and diverse network that has allowed them to enjoy great respect and prestige within the African American community. Below are some best practices and ideas to consider for individuals and community groups looking to work with black lettered fraternities and sororities. See if anyone you know personally, work with or are otherwise personally connected with is a member of a black fraternity or sorority. If so meet with them to get a better understanding of their involvement within their organization. Member involvement and participation varies member to member. If the person you interact with is not as involved ask them if they can refer you to a member who a bit more involved. Research the organizations to get a better understanding of their core principles as well the types of events their chapter has previously been involved in. A great resources would be which provides information on all 9 organizations at the national level and has contact information for national representatives. When dealing with undergraduate chapters simply google the college you are planning to work with and go to office of Greek life on the school’s website. A dedicated professional (normally this person is paid member of the faculty serving in an advisory role) can assist you further once you reach out via email or telephone. When dealing with city-wide or graduate chapters, google the name of the chapter you are seeking to partner with and connect with any member on the executive board. Enrollment Events (Meet the Greeks) Undergraduate Chapters NPHC members at the undergraduate level should seek to host or co-host an enrollment event during the week of their nationally mandated programs or some other happening (community day, homecoming etc.). Be sure to all events through student affairs and seek to partner with the Student Government Association to maximize turnout and exposure. Connect with health agencies on campus (student health center) and the local community-area hospitals, clinics, non-profits with a health focus etc.) for additional resources, incentives and support. Fact: Most students on college campuses have health coverage. These events should be looked at as ways that students can come together and serve the community by providing information and resources. Promote information about ACA (Affordable Care Act) or healthy living on the chapter’s website and social media sites. Fun twitter hashtags such as #healthyselfie, #healthygreeks or #getcovered are proven to be a good social media tactic.