zilongwang/ReadingBank huggingface dataset:
Holy Optimism about These Times by Bill Huebsch Leader: (Leader in these or similar words :) Friends, we are called to develop an inner sense of optimism about the times in which we live, drawn from our belief that the Holy Spirit speaks in our lives. Let us pray for the grace that God is leading us to what is good. Prayer: Oh Divine Source of Wisdom and Insight, help us to in the Spirit who is active in our midst. us to discern what is of you so that we might follow it earnestly and trust in it fully. Amen. The First Reading (Read aloud, or invite a reader to do so.) On being elected pope, John was very conscious that he had a rare opportunity to assist the peoples of the world to live together in peace and to advance the cause of the gospels. He strongly desired that his pontificate be one known for compassion and the open arms of Christ to the world, on which he meditated daily. The idea of calling a council, only the twenty-first such gathering in the nearly 2000 year long history of the Christian church, therefore, seemed to him to be that program of work which would meet his desires. But the idea did not arise in him without proper discernment and development. It was not a “private revelation” which came to him. For many years in Rome, since the beginning of the reign of Pope Pius XII, there had been talk of a council. Early in his own pontificate, Pope John had talked about it with a few close advisors. Some were in favor, others opposed. John kept the idea top secret for several months, speaking only to those who could help him be certain the council was of God, and not an ego trip of his own. He wished to submit to the Lord’s will, and to be of great care in discernment. He had learned to test ideas that came to him in prayer, but when tested and found to be of God, to trust them and to organize his life around them. He knew self-deception was possible, even for the pope, and was careful not to allow that to interfere. Ideas for him were to be evaluated according to their persistence and the inner sense of rightness and peace they produced. In this way, he was well practiced in the Ignatian School of the Spiritual Exercises. trial,
SECTION VI - SECURITY AND OPERATIONS The tables in this section will help you identify potential security and operational vulnerabilities. Answer all of the questions in and then complete to identify and evaluate potential corrective actions. To help you protect all your customers and assets from possible intentional harm, do not limit your considerations in this section to your critical assets. Include all of your potentially vulnerable infrastructure even if it has not been designated a critical asset or single point of failure. Table VI-1 Security & Operational Vulnerabilities QUESTION ANSWER 1 Has your emergency response plan been updated within the last 12 months? Yes No N/A 2 Is access to all components of your system restricted to authorized personnel only? Yes No N/A 3 Are warning signs (tampering, unauthorized access, etc.) posted on all components of your water system? (For example, well houses and storage tanks.) Yes No N/A 4 Do you have emergency contact information posted at all water system components? Yes No N/A 5 Are facilities (water plant, pump house, storage tanks, etc) fenced, and are well heads, manholes, hatches, and gates locked and routinely checked where appropriate? Yes No N/A 6 Are all doors, windows, and other points of human access kept closed and locked? Yes No N/A 7 Are tank hatches, roof hatches, etc, all locked or otherwise secured from intrusion? Yes No N/A 8 Is the area around the components of your water system free of objects that may be used for breaking and entering? Yes No N/A 9 Is there external lighting around the key components of your water system? Yes No N/A 10 Are all entries to your system easily observable by system personnel? Yes No N/A 11 Is your surface water source secured with fences or gates? Yes No N/A 12 Do water system personnel visit the surface water source regularly? Yes No N/A 13 Do you routinely inspect your source intake, buildings, storage tanks, equipment, and other critical components? Yes No N/A 14 Do you have an alarm system that will detect unauthorized entry or attempted entry at critical components? Yes No N/A 15 Are alarms provided within all structures? Yes No N/A 16 Are your wellheads sealed properly? Yes No N/A
High priority actions would be those needed to address obvious vulnerabilities associated with a key operational activity or security weakness. If you conclude that corrective action would not be economically realistic or not possible, still list the question number and indicate that conclusion. Q # Anticipated Corrective Actions Priority 1 Target Completion Date 1 H = Highest Priority M = Medium Priority L = Priority Table VI-2 Corrective Actions - Security and Operational Vulnerabilities (continued)
the same document. An electronic (e.g. Portable Document Format or PDF) copy of the original signature of the representative of a party shall have the same validity as an original signature for the purpose of this Agreement. Signatures begin on next page. The Parties have executed this Agreement by their respective duly authorized representatives on the day and year below. Any communication or notice to be given shall be forwarded in writing to the respective addresses listed below. FOR PROVIDER _____________________________________ __________________ Megan Ryan, MBA Date Technology Development Coordinator Division of Medications Development _____________________________________ Raye Z. Litten, Ph.D. Acting Director, Division of Medications Development NIAAA Mailing Address for Notices: NIAAA Megan Ryan 5635 Fishers Lane, 2051 Bethesda, MD 20892 (301) 443-4225 FOR RECIPIENT: ____________________________________ __________________ (Signature of Authorized Representative) Date Name Mailing Address for Notices: Email: Phone: RECIPIENT’s INVESTIGATOR: I have read and understood the terms and conditions of this Agreement and I will abide
WHAT WHO SHOULDN’T USE IT People who are: WHAT IT DOES WHAT THE SIDE EFFECTS ARE HOW TO USE IT WHO GIVES IT HOW LONG DO YOU TAKE IT Champix pills Varenicline Less than 18 yrs old Pregnant Breast feeding Allergic to it It reduces the urge to smoke Reduces reward from smoking Nausea Headache Insomnia Weird dreams Watch for any changes in mood 0.5mg or 1 mg tablets as the doctor prescribes Start 1week before quitting with 0.5mg for three days. Then 0.5mg twice daily for 4 weeks. Then 1mg twice daily GP (as above) Fully funded If you’ve tried NRT twice or tried Zyban or nortriptyline Can take for 12 weeks and then for another 12 weeks if needed (only the first 12 weeks is funded)
MEDICINES WASTE CAMPAIGN Only ask for what you need NHS Lambeth Clinical Commissioning Group (CCG) is launched a campaign at the end of 2017 to reduce medicines waste across the borough and encourage residents to only ask for what they need of their repeat prescriptions. Every year, medicines waste costs the NHS in south east London around £9 million (estimate based on national figure). This is money that could be used to fund vital NHS services. We all have a responsibility to use medicines responsibly. How can you help? At home Check what medicines you have already at home before you ask for more. You can request more medicine at any time, but stockpiling medicines at home increases the risk for children and others of accidental overdose. Unused medicines cannot be recycled, even if they have been opened. Don't tick it if you don't need it! There is no need to worry, the item will not disappear from your repeat prescription. It will still be there next time you need to order your medication. One way to manage you prescriptions at home is by registering for . You can do this through your GP practice. You can use this to request your prescriptions online. At your pharmacy When you pick up your prescription from the pharmacy, check what is in the bag ensuring that it is what you requested and only what you need. You can return any unwanted medicines to the pharmacist. You cannot do this once you have left the pharmacy. At your GP
Medication – Prescription and Non-Prescription Y 11a. Contains Inpatient Medication Entries N 11b. Contains Outpatient Medication Entries Y 11c. Contains Self-Reported (e.g. OTC) Medication Entries Y Person Information Y Plan of Care Y C-CDA CCD Only Pregnancy Y Procedure Y Results (Chemistry/Hematology) Y Social History N Support Y Vital Sign Y # Readiness Questionnaire Question Partner Answer 11. Does your organization plan to include any of the following Clinical in the C32 or C-CDA CCD and if so in what section? Please answer in the chart. Clinical Note Types VA plans to embed in the CCD Partner to VA plans to send as separate document (C62 or Partner plans to send as separate document (C62 or Consultation Note Yes – TBD Initially C62, then as C-CDA Diagnostic Imaging Report (DIR) – Yes – Results Section Initially C62, then as C-CDA
Title: VHIE Health Partner Integration Project Manager Email: (205) 830-5900 Secondary Name: Email: Phone: 6. Please provide the production outage alerts of contact for eHealth Exchange: Primary Secondary Name: David Seitz Title: VHIE Health Partner Integration Project Manager Email: Phone: (205) 830-5900 Primary Name: Email: Phone: Secondary Name: Email: Phone: 7. Please provide clinical data (CCD content) point of contact: Name: Omar Bouhaddou Title: VHIE Health Business Analyst Email: omar.bouhaddou@va.gov Phone: 858-832-1310 Name: Title: Email: Phone: 8. Please provide identity management and patient matching point of contact: Name: Kimberly Womack Title: Email: 205-9943-2387 Name: Angela Huss Title: Name: Title: Email: Phone:
document and describe the formatting of any relayed PDMP data. VA does not provide PDMP data. Describe PDMP Format: ____________________________________ C32-Summarization of Episode Note Check here if NOT APPLICABLE 8. Please specify if you are able to provide Narrative Block entries, Structured entries, or both in the of Episode Note. VA is displaying data from the Structured entries of the C32. Our C32 has Narrative Block Entries Our C32 has Structured Data Entries Our C32 has Both 9. If you are currently generating or exchanging C32 documents, what version of the HITSP C32 are you conforming to? VA is exchanging with HITSP C32 V2.5. 10. When could you provide the following: Sample documents of a C32 V 2.5 document populated based on the information you indicated you can provide, as noted in section 3, question #9. Please note, your C32 sample should be representative of your production system vs a sample from your technical vendor. Upon request A reference Style Sheet to display all data elements you are capable of providing in the C32 documents, or a PDF version of your rendered C32 Upon request
November 2008 – October 2010 NDTI Washington DC SharePoint 2007/C# Developer Transferred ASP.Net Everything Database applications to custom lists Created custom workflows for custom lists Created Protectee locator web part in VS 2008: custom feature and form Developed Announcements slide show – using custom lists and Ajax (jQuery) Created TSD Call Center – InfoPath solution using custom list sources and document library June 2007 – November 2008 MKGCS Pentagon .Net Developer ASP.Net developer – (Network Account Management Tracker) VS 2005 project; DAMPS (Mobilization workflow application) VS 2003 SQL Server 2005 developer March 2007 – May 2007 WHS.mil Pentagon Support Agent/Developer Content Manager System admin. ASP.Net developer July 2003 – Jan 2007 OAK Management Visual/Borland C++ and VB 6.0 Developer Casualty management/Damage control reporting system. COM and ActiveX controls built with VB 6.0 and VC++ 6.0 XML Export/Import tool using MSXML 4.0 DB stored procedures for SQL Server 7.0/2000 Prototyping and in-house applications. PHP web site for NOAA May 2001 – June 2003 digitalworx.net/nitewaryr.com Visual C++ and (Web) Developer/Trainer/Researcher Contract/Consulting Microsoft .Net, XML, SQL Server 2000 Web contracts. ASP.Net, ASP Linux: PHP, HTML, CSS VB projects and training. Microsoft Millennium tech. Support. May 2000 – May 2001 OneWorldOnline.com Visual C++ and ASP (Web) Developer
Selected Accomplishments BS degree in Computer Science/Information Systems (2000) Microsoft Certified Professional (Windows NT 4 Server – 1998) Belong to Association for Computing Machinery (ACM) (1999, 2004 - ) “Who’s Who of American High School Students” (1991-1994) University Endorsement Computer Science with diploma. (1994) Honors GPA and Award in Computer science (1994)
Hall, Safe Homes of Augusta Dilma Amado, Atlanta Victim Assistance Joan Prittie, ProjectSafe 11:35-12:15 Review progress on goals and objectives Provide feedback on VSSR Ensure alignment with FVPSA/State/PHBG/Community Grant reporting requirements DV database transition Tabled at September meeting: discussion of ALICE reports that potentially double-count services for new and existing victims. Please contact Betty if you’ve experiencing double counting of new and existing victims when pulling a report from ALICE Agencies report that they feel that the VSSR updates have improved reporting and made the process more fluid and user friendly Agencies for a seamless transition to Apricot while doing VSSR reports because it is a massive transition/migration of data. Would like to see continued customizable reports in Apricot as currently in ALICE to ensure that staff and admin can create required reports as necessary from various funders Strongly suggest not moving to standardized victim service activities in the Apricot system because it is relatively convenient and useful for agencies to have their own creative freedom to name activities internally whatever name that fits their individual agency’s needs changes to report and deadlines Committee suggested to reduce the number of reports submitted to annual reporting for reporting efficiency to align with federal funder reporting deadline Committee also suggested reducing reporting requirement for VSSR as well to semiannually instead of quarterly Dee explained that some improvements to the CJSSR is that a great deal of the repetitive sections have been removed to make the report more user friendly Some suggestions were to review CJSSR questions to ensure they are clear for each service type in the future Assess utility of OPMs TTA efforts Collect goals on applications and compare to OPMs during compliance monitoring SAC and assessment survey - Launch planning this fall/winter and complete report to use for 2017-2019 Plan. o The consensus of the is that they are no longer useful to inform practices for improvement in service delivery however agency’s review them occasionally
Liaisons Name and Agency Training/Policy Jennifer Bivins, GNESA Training/Underserved Jennifer Thomas, GCFV and Langston Walker, GNESA MDT/Policy Jennifer Bivins, (maybe) MDT/Underserved Jennifer Thomas, GCFV
Implement law making strangulation assault a felony (pending enactment of the bill) Implementation of stalking laws; revise and update harassing communications code to incorporate cyberstalking Economic independence for victims Increased state funding for sexual assault centers Change definition of rape to align with federal law Protocols to address rape kit backlog Legislative and systems advocacy, training and protocol development to facilitate enforcement of firearms removal for offenders subject to federal firearms prohibition Strategies to increase FVIP compliance Develop strategies to address teen dating violence and working with child witnesses to domestic violence 3:45-4:00 Next steps Implementation plan draft will be sent March 7 for revision; need feedback by March 11 Next meeting TBD in June; send Betty unavailable dates 4:00 Conclusion 2011-2013 Plan Subcommittee Mission Statement The Legislation and Protocol VAWA subcommittee will serve as a hub for information-sharing regarding legislation or regulations that may impact victim service providers; and as a leader for the State of Georgia in creating protocols and model responses to violence against women. 2011-2013 Plan Subcommittee Goals FVIP compliance benchbook Cyberstalking laws – create fact sheets, model policies Host one joint meeting per year between training subcommittee and legislation/protocols committee Discussion the need for more robust legislation around sentencing to FVIP – especially as guidance for rural communities where only one FVIP may provide services A law to help economically challenged or immigrant victims “Family Care Act” is awaiting committee vote, but would mandate employers to allow employees to take care of a sick child or parent using sick time Law re: bifurcation of leases for persons in relationships
Evaluation Chair Shenna Morris, GCADV MDT Chair Wendy Chitwood, Harmony House Policy Chair Allison Smith-Burke, GCADV Liaisons Name and Agency Training/Policy Jennifer Bivins, GNESA Training/Underserved Jennifer Thomas, GCFV and Langston Walker, GNESA MDT/Policy Jennifer Bivins, GNESA (maybe) MDT/Underserved Jennifer Thomas, GCFV
NIWAP free one-day training on U and T Visas: which Sheriff’s Offices should we target? Gwinnett, Hall, Cobb, Dekalb, Whitfield, Gordon. Ask South Georgia providers. Request to include community outreach and trust-building. NB: they came to GA in 2013 or 2014, fairly recently Other: Aparna asked if DFCS can help assist immigrants to apply for U Visas. Jessica, Meg, Aparna, and Mary would help set up a group to assist with this project. Betty discussed that she would be attending a Pow-wow in Charlton, Georgia. She has met with two Indian tribes. They are Muskogee Creek Tribe and Cherokee Tribal Council of Georgia. She is welcoming anyone to help her work with this project. To discuss in future meetings MDT representation Reviewing training content for underserved populations issues Needs assessment 11:45-12:00 Action items Betty will resend draft directory for updates with the approval from subgrantees Feedback is needed for VAWA, and SASP RFAs by April 17, 2015 Follow up with Aparna for Interpreter assistance Follow up with agencies for U-Visas statewide goals Follow up agencies for any Technical Assistance providers that you would like to host. Please keep CJCC in the loop. Anne Ealick- Henry stated that she has a location for any meetings in Augusta, GA. Schedule next meeting in June 2015 Next meeting is June 8, 2015 at 1:00 PM. Location is TBD Meeting adjourned 12:50 pm. 12:00 Conclusion Services*Training*Officers*Prosecution (STOP) Violence Against Women Act (VAWA) Implementation Plan Subcommittee Meeting Underserved Populations Subcommittee Tuesday, June 16, 2015
Emergency Transfer Plan for Victims of Domestic Violence, Dating Violence, Sexual Assault, or Stalking – Covered Programs and Effective Dates: TDHCA Program Activity Effective Date HOME Tenant Based Rental Assistance (“TBRA”), Contracts Contracts entered into after 12/16/16 HOME TBRA, Reservation System Participants Leases executed after 12/16/16 HOME Multifamily Developments Contracts executed after 12/16/16 Tax Credit Assistance Program-Repayment Funds “TCAP-RF” Multifamily Developments (if used as HOME match) Contracts executed after 12/16/16 National Housing Trust Fund “NHTF” Multifamily Developments Contracts executed after 12/16/16 Project Based Section 8 Multifamily Developments All developments are subject to VAWA Section 811 Project Rental Assistance Program Section 811 Units 811 Units [Insert name of covered housing provider] Emergency Transfer Plan for Victims of Domestic Violence, Dating Violence, Sexual Assault, or Stalking Emergency Transfers [Insert name of covered housing provider (acronym HP for purposes of this plan)] is concerned about the safety of its tenants, and such concern extends to tenants who have experienced domestic violence, dating violence, sexual assault, or stalking. In accordance with the Violence Against Women Act (VAWA), HP allows tenants who have experienced domestic
Hold multidisciplinary case review team meetings per month. (minimum 1 per month) Number of multidisciplinary meetings Conduct a minimum of case reviews per month. Number of case reviews by the MDT Interview % of victims in all active cases to gain additional information. Number of active cases Number of victims interviewed for case information Other (specify) Other (specify) Interagency Case Coordination or Networking Maintain liaison with various community entities through: monthly or quarterly networking meetings; membership on task forces and advisory boards; face-to-face meeting with agency heads; coordination with other local agencies service victims; and emergency response team participation. Objective Performance Measure Attend a minimum of Family Violence Coordinating Council meetings per quarter Number of Family Violence Coordinating Council meetings attended and number that were held Initiate a minimum of networking contacts per month Number of networking contacts initiated Other (specify) Other (specify) Protocol Development & Implementation Develop protocols in collaboration with law enforcement, prosecution, domestic violence experts and community-based law enforcement organizations serving DV & SA victims as to how law enforcement, social service agencies and prosecutors cooperate in their response to incidents of domestic violence. Objective Performance Measure Will develop and/or revise protocols and implement to ensure consistency Number of protocols developed and/or revised Other (specify): Training Specialized and/or cross training of law enforcement officers, probation officers, and
29 2:00pm to 4:00pm Atrezzo Provider Portal Registration and Navigation Click on the below link to access the Webinar Audio: 1-866-754-2932 Conference code: 6815237722 # 30 Click on the URL for the presentation you wish to join. On the log in screen, choose Guest and type in your name or company name. Dial the conference call number below each URL for the audio portion. The training applies to all providers. Q&A is for all Service Types. The presentation will not be available until the scheduled date and time.
victims of VAWG are identified and supported using an effective and robust multi agency framework appropriately and in line with need Maintain and improve the effectiveness of MARAC through an effective MARAC steering group Chair of Provision to discuss recommendation from away day to support the work of the MARAC steering group – including lead agency and review dates agreed Across the IVASP partnership develop clear and consistent approaches to dealing with VAWG Produce clear pathways to enable widest understanding of how services are accessed and what provisions are available for victims and perpetrators Including victims and perpetrators who have capacity issues Findings of the PSTN review Publicise DVA and SARSAS pathways CURO to develop guidelines on dealing with perpetrator who is also a tenant Develop partnership information to ensure across the partnership a wider understanding of costs and benefits of DA services in B&NES estimate cost of DVA £17 million pa PSTN review
Protection - – identifying and assessing risk, protecting victims with civil and criminal legal interventions and addressing the behaviour of perpetrators by all available means including criminal and civil justice measures. Plan Lead: Objective Action Lead person/org Deadline Update Resources Develop good practice in dealing with DV Conduct CAADA self –assessment Working with Safeguarding (children and adults) ensure measures are taken to protect the most vulnerable victims MARAC Continue to develop and maintain CAADA DASH (multi-agency risk assessment) and ACPO DASH assessments, including aligning them to include questions re children and young people Continue to develop and strengthen the co-ordinated approach to detection, arrest, conviction and effective sentencing of perpetrators of domestic violence A commitment to working closely with the courts and the CPS to ensure that victims are given all the necessary support to help them through the often difficult process of prosecution IVASP, Police Probation Develop clear links and working arrangements with the New Lighthouse victim hub Make available information about the range of ways Ensure awareness raising and victim contact arrangements take into account potential risks to victims if DVA
Forty years after grassroots women’s organizations brought the magnitude and multiple dimensions of women’s experiences of violence to public awareness and pressured governments to respond with anti-violence policies, violence against women continues to be widely tolerated. This violence will not be eradicated until governments, the media, and the general public acknowledge the seriousness of the problem; commit to addressing the root causes; develop a coherent national strategy in collaboration with women’s organizations, Aboriginal women’s organizations, and other relevant stakeholders; mandate appropriate budgetary and other resources; and commit to carrying through with these programs and policies. Additional Resources The Centre for Research and Education on Violence Against Women and Children () The Freda Centre for Research on Violence Against Women and Children () RESOLVE: Research and Education for Solutions to Violence and Abuse (), ( ), and () Muriel McQueen Fergusson Centre for Family Violence Research () Canadian Foundation () Le centre de recherche interdisciplinaire sur la violence familial et la violence aux femmes (www.criviff.qu.ca ) Centre for the of Social and Legal Responses to Violence () The White Ribbon Campaign () Assaulted Women’s Helpline ( or call toll-free at 1-866-863-0511) Femaide: Crisis Line for Women Who are Victims of Violence ( or call toll-free at Canadian Network of Women’s shelters and Transition Houses () The Victim Support Line (call toll-free at 1-888-579-2888) This Fact Sheet was made available to you today thanks to the dedication of a large number of unpaid volunteers who’ve devoted their time and energy in order to educate and assist government, policy makers, individuals, non-profit groups and many more. CRIAW-ICREF is a non-profit organization providing tools to facilitate organizations taking action to advance social justice and equality for all women. We are working to create a world in which individuals of all genders, races, cultures, languages, incomes, abilities, sexualities, religions, identities, ages, and experiences fully partake of, and contribute to, a just, balanced and joyful society that respects the human dignity of all. And we’ve been doing so for 37 years. Support CRIAW-ICREF’s work – find out how:
Content Area Visual Arts Grade Level 1st Grade Course Name/Course Code Standard Level Expectations (GLE) GLE Code Observe and to Comprehend of art express feelings VA09-GR.1-S.1-GLE.1 Art represents and renders the stories of people, places, or things VA09-GR.1-S.1-GLE.2 Envision and Critique to Reflect Visual arts provide opportunities to respond to personal works of art and the art of others VA09-GR.1-S.2-GLE.1 Invent and Discover to Create Create art to communicate ideas, feelings, or emotions VA09-GR.1-S.3-GLE.1 Relate and Connect to Transfer Visual arts relate experiences to self, family, and friends VA09-GR.1-S.4-GLE.1 Colorado 21st Century Skills Critical Thinking and Reasoning: Thinking Deeply, Thinking Differently Information Literacy: Untangling the Web Collaboration: Working Together, Learning Together Self-Direction: Own Your Learning Invention: Creating Solutions The Colorado Academic Standards for Visual Arts are not intended to be taught in a linear (checklist of coverage) fashion, but rather should be implemented as a cyclical creative process. Each unit within this sample blueprint intentionally includes standards from all four visual arts standards to illustrate this process-based philosophy. Unit Titles Length of Unit/Contact Hours Unit Number/Sequence Passports Instructor Choice Instructor Choice Places to Live Instructor Choice Instructor Choice
Inquiry Questions (Engaging- Debatable): What determines humor? (VA09-GR.5-S.1-GLE.2-EOa,d) and (VA09-GR.5-S.4-GLE.1,2) Do all people find the same humorous situations funny? Why or why not? What other emotions can be disguised by humor? Why artists use humor in artwork? Unit Strands Comprehend/Reflect/Create/Transfer Concepts Expression, Emotion, Tradition, Expressive Features of Art, Intention, Interpretation, Appropriation, Re-contextualize Generalizations My students will Understand that… Guiding Questions Factual Conceptual Artists may reference tradition to inform expression of cultural ideas (VA09-GR.5-S.1-GLE.2-EO.a,d; What cultural traditions, events, motifs and/or symbols are referenced in the artwork? How does referencing tradition in humorous ways inform and change individual and collective societal viewpoints? Artists can use expressive features of art to communicate emotions (such as humor) (VA09-GR.5-S.4-GLE.1-EO.a) What are some emotions expressed through composition and expressive features in known artworks? What expressive features of art are particularly effective for expressing humor? Artists can manipulate existing or familiar imagery and text to communicate their ideas (VA09-GR.5-S.1-GLE.1,2-) and (VA09-GR.5-S.2-GLE.1) and (VA09-GR.5-S.3-GLE.3) What are some examples of appropriated and imagery in works of art? How does using familiar imagery help an artist communicate a humorous message in their artwork? How does the inclusion of text (either in the artwork or as a title) affect the meaning of an artwork? Artists intentionally plan works of art to guide what the viewer sees (VA09-GR.5-S.1-GLE.1,.3) and What is the difference between intention and interpretation? What choices and decisions do artists make to communicate messages to viewers? Critical Content: My students will Know… Key Skills: My students will be able to (Do)… S.4-GLE.1,2)
Section Chief [insert name; e-mail address] Oversees the administration and operations & staff that are designated as a functional unit within a service – examples: Cardiology Rheumatology Addiction psychiatry Similar/analogous role and duties Division or Section Chief [insert name; e-mail address] Site (Training) Director [May be assumed by the VA Service Chief or Service Line Manager] One for each training programs (e.g., Internal Medicine, Psychiatry, Surgery, etc.) [specified in the Program Letter of Agreement (PLA) for each training program] Oversees the educational program & management (record keeping, didactics, evaluations; implementing the medical school or specialty-specific training program at VA) for trainees from a specific GME or health discipline – works directly with the sponsoring affiliate’s Program Director - assures residents are appropriately supervised - certifies duty rosters and participation in educational activities at the VA (for disbursement agreement) Responsible for overall quality of the residency training program & for compliance with the policies of the respective accrediting & certifying bodies – Responsible for producing & maintaining a Program Letter of Agreement (PLA) with each of the designated training sites – Maintains evaluations& milestone data on all residents (in a given program) Program Director or Residency Program Director [insert name; e-mail address] Service Administrative Officer (AO) -reports to Service or Section Chief [insert name; e-mail address] Administrative Staff – supervisory level that oversees the operations and staff within a VA clinical service – usually manages different policies, projects, ongoing initiatives within a service Similar, analogous role and duties Department Executive Director Reports to Department Chair [insert name; e-mail address] Residency Program Coordinator for GME issues specifically (non-supervisory, reports to Program Director) [insert name; e-mail address] Core Faculty [specified in the Program Letter of Agreement (PLA) for each training program; [insert names; e-mail addresses] Specialty-specific faculty who have a primary role in teaching and supervising residents May serve on Clinical Competency Committees and other education-related assignments Similar, analogous role and duties Core Faculty [insert names; e-mail addresses] Overview [insert name of facility] VA (Healthcare System or Medical Center) Each site should develop: Highlights of certain VA statistics (bed sections, special clinical programs) – although not to the level of detail as a ‘trip pack’ Role of the VA non-profit research and education foundation
VA APPOINTMENT LETTER 2017-2018 July 1, 2017 Vanderbilt Resident’s Name (print): ______________________________________________________________________ Last Middle Specialty: ______________________________________________________ Welcome to the Department of Veterans Affairs Tennessee Valley Healthcare System (TVHS) – also as the VA. You are appointed on an intermittent basis at our facility as a resident or fellow beginning July 1, 2017 under the authority of Title 38 United States Code 7406. During your period of employment with our facility, you will be paid indirectly by the VA using a disbursement agreement with VANDERBILT UNIVERSITY SCHOOL OF MEDICINE and will be authorized to perform services directed by your department. Acceptance of this letter as signified by your signature will serve as your appointment authorization for this period. The attached documents must be returned by Friday, April 28, 2017 to: Dr. Sam R. Sells, VA Tennessee Valley Healthcare System, 1310 24th Avenue South, Nashville, Tennessee 37212. Please feel free to contact my office at 615-873-7769 if you have any questions. Sincerely, Sam R. Sells, MD, MPH TVHS Associate Chief of Staff for Education I agree to serve in the above capacity under the conditions indicated. The required documents are complete and returned with my acceptance. _____________________________________ ______________________ Resident’s Signature Date Are you a citizen of the United States of America? _____YES _____NO
Exploring ideas and improvising with ways to represent ideas 2.1 Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists Line Sculpture The learners have tried different options for designing representation by looking at artworks that feature line, and have made their own interpretations based on their ideas, experiences, observations and/or imagination. Learners are able to transfer their understandings of line to the medium of paper, eg. smooth, curved/zig-zag, angled Developing understanding of practice 2.2 Use and experiment with different materials, techniques, technologies and processes to make artworks Line Sculpture The learners have explored a range of natural and man made technologies to visually express their experiences. Learners are able to construct lines with paper using effective techniques. Sharing artworks through performance, presentation or display 2.3 Create and display artworks to communicate ideas to an audience A Dot Goes for a Walk Line Sculpture The children have shared ideas with their classmates about the representational choices they made in their artwork. (Art Talk) Learners are able to give a title to their artwork and articulate why they chose that title. Responding to and interpreting artworks 2.4 Respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples Blending of the Senses The children have identified how the design element line is used in artworks and in the artwork of others, in two-dimensional and three-dimensional works. Learners are able to make inferences about the type of music Kandinsky and Klee may have used to influence their paintings. Planning for Differently Abled Students Student/s Different Ability Australian Curriculum addressed Learning and Teaching Strategies Assessment Strategies
Part III – Complete the following chart for each area identified above. Instructional area and/or task that is difficult for the student Briefly list strategies, accommodations, or assistive technology currently being used in general education, special education, community, work, and home settings. Is the student able to complete tasks at his/her ability with any special strategies, accommodations or assistive technology already being used? Yes – Current strategies are adequate and documented in student’s IEP. Consideration is complete. No – There have been changes in the student’s functional or academic performance, or current strategies are NOT adequate and could require new assistive technology or a change in current AT (devices or services) provided – Go to Part IV Part IV – Complete the following section. Describe AT devices or services to be tried or modified Responsible person(s)/provider(s) Trials completed by when: Complete this section following trial(s): Was trial(s) successful? (Yes/No) Describe action(s) to be taken Responsible person(s)/providers(s) By when: All assistive technology (devices and services), including trials, to be documented.
Session 2 - February 22, 2017 Richmond Marriott Short Pump Agenda 8:30am Registration / Coffee 9:00am Welcome and Overview of the Program Association Staff 9:10am Leadership Stories Dr. Abraham Hardee, Medical Director, Community Health Center of the New River Valley 9:50am Break 10:00am Fundamentals of Succession Planning Marilyn West, Owner and Chairman/CEO of M. H. West & Co., Inc. 11:00am Making Smart Decisions about Best Practices – A Team Discussion Facilitated by Steve Horan and Caitlin Feller, Community Health Solutions 12:00am Lunch & Update on Best Practice Content 12:30pm DISC Insights for Team Development Jamie Hasty, Vice President, SESCO Management Consultants 2:00pm Preventing Burnout and Promoting Engagement Lynne B. Hughes, Director of Wellness, Medical Society of Virginia Foundation 4:00pm Team Workshop Facilitated by Steve Horan and Caitlin Feller, Community Health Solutions 4:45pm Report Out / Action Period / Evaluation 5:00pm Adjourn
Unit Title Length of Unit Focusing Lens(es) Standards and Grade Level Expectations Addressed in this Unit Inquiry Questions (Engaging- Debatable): Unit Strands Concepts Generalizations My students will Understand that… Guiding Questions Factual Conceptual Critical Content: My students will Know… Key Skills: My students will be able to (Do)… Critical Language: includes the Academic and Technical vocabulary, semantics, and discourse which are particular to and necessary for accessing a given discipline. EXAMPLE: A student in Language Arts can demonstrate the ability to and comprehend critical language through the following statement: “Mark Twain exposes the hypocrisy of slavery through the use of satire.”
Academic Vocabulary: Aesthetic, Emotion, Examine, Critical, Challenge, Wabi-Sabi, Traditions. Form, Functional, Non-Functional, Examine, Beauty Technical Vocabulary: Additive, Subtractive, Assemblage, Throwing on the pottery Functional, Non-functional, Hand Building, Casting, Analyze, Interpret, Identify, Vision
1. Which of the statements concerning placement of the EZ-IO® Vascular Access System are correct? a) excessive pressure on driver during insertion b) Apply the EZ-Stablizer® Dressing after removal of the stylet c) The EZ-Connect® extension set should be primed d) Monitor the extremity/site frequently for signs of complications e) All of the above 2. For patients that respond to pain, consider using 2% lidocaine (preservative and epinephrine free) IO prior to initial flush. a) True b) False 3. Pain management for patients who are or responsive to pain may include regular periodic assessment for pain response AND PRN infusions of lidocaine following medical protocols. a) True b) False 4. The EZ-IO® Vascular Access System may be considered for use in the following situations/patients: a) Anytime vascular access is difficult b) When there is an urgent, emergent or medically necessary need for vascular access c) As a bridge to a central venous catheter or PICC placement d) All of the 5. Several studies and articles suggest the humerus may be a superior site for flow rates, drug delivery and management of infusion pain. a) True b) False 6. Which of the following is NOT a contraindication for use: a) Infection at the insertion site b) Recent fracture of the target bone c) Previous IO in target bone within 48 hours d) Presence of prosthesis or hardware at site e) Anticoagulant use by patient 7. You have inserted the needle set into the soft tissue and have not reached the bone, and cannot see a line on the needle remaining outside the patient’s skin. You should: stop and choose a longer needle length OR consider selecting a different IO site. a) True b) False 8. In the event of an emergency, product failure, or need for immediate assistance; clinicians should call the emergency phone number listed on the wristband or removal poster. a) True b) False
smoothly. What is try Block? try Block consist of code that might generate error. try must be associated with one or more catch block or by finally block. try Block need not necessarily have a catch Block associated with it but in that case it must have a finally Block associate with it. Example of try Block Format1 try { //Code that might generate error } catch(Exception errror) { } Format2 try { //Code that might generate error } catch(ExceptionAerrror) { } catch(ExceptionB error) { } Format3 try { //Code that might generate error } finally { } What is catch Block? Catch Block is used to recover from error generated in try Block.
Libero Tracking Sheet TEAM: L: SET Serving Order SP 1 I II III IV V VI TEAM: L: SET Serving Order SP 2 I II III IV V VI TEAM: L: SET Serving Order SP 3 I II III IV V VI TEAM: L: SET Serving Order SP 4 I II III IV V VI TEAM: L: SET Serving Order SP 5 I II III IV V VI TEAM: L: Serving Order SP I II III IV V VI TEAM: L: Serving Order SP I II III IV V VI TEAM: L: Serving Order SP I II III IV V VI TEAM: L: Serving Order SP I II III IV V VI TEAM: L: Serving Order SP I II III IV V VI
THANK YOU! you to the PTO for the purchase of an awesome Eagle mascot! March Is Reading Month Save the dates… March 14th - Literacy Night, 3:40-5:00 March 22nd - Pastries with Parents - am Book Swap - TBD - Save your books for the annual book swap Outdoor Recess REAL FEEL of above 20 degrees= everyone goes outside. REAL FEEL of 10-20 degrees= Teacher’s discretion. REAL FEEL of below 10 degrees= indoor recess WPA Boys Basketball FINAL Record
Name _________________________________________________ Period ________ Date ____________ CC8 Expressions Review #1 Write an expression to represent each phrase. 1. Double the sum of x and y. 2. The amount of money Eli has, when he has $5 more than Hector (h). 3. The value of d dimes. 4. Seven times the difference of n and five. Simplify each expression. 5. 9p – 6p + 12 – 4 6. 3x + 3y + 4x + 6y 7. 0.5(4u + 12) 8. 4(x + 7) – 2(x + 1) 9. 5(y + 6) – 12 – 7y + 8 10. 3(x + y) + 8(x + 3) – 3(y + 4) 11. Place the letter for each expression in the table below to indicate equivalent expressions: a. 6x – 2x – 8 b. 8 – 4x c. x + 2x + x – 8 c. 5x – 2x – 4 – 4 d. 7(x + 2) – 3(x + 5) e. –32 + 4x 4x – 8 4(x – 8) Neither Write a simplified expression to represent the area of the shaded region. 2 cm x cm 8 cm (2x + 6) cm
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reimbursement rate or actual expense, whichever is less. Such persons must provide a receipt to indicate an incurred expense to receive reimbursement. Veterans, who take no-pay transportation, such as DAV transportation, VA VTS or other no-cost city or state transportation, are only eligible for reimbursement for any travel to and from their residence to point of pick-up or drop-off, as they are not otherwise incurring an expense. Veterans Transportation Service (VTS) Veterans Transportation Service (VTS) is a VA program designed to increase access to VA funded medical care through transportation. The program operates within a 20-mile radius of the Portland VA Medical Center and can transport both ambulatory and non-ambulatory Veterans. Unlike the travel eligibility requirements associated with transportation reimbursed through Beneficiary Travel, VTS has no eligibility requirements other than a Veteran needing transportation for medical treatment and a verifiable VA medical appointment. VTS operates as follows: Office Hours: 4AM to 7PM, Monday thru Friday Reservations are required and scheduled based on need Reserve your ride as soon as you make your medical appointment and no later than four business days prior
FLORENCE FLORENCE, YACHATS, WALDPORT, SEALROCK, NEWPORT, BAY, LINCOLN BEACH, LINCOLN CITY, OTIS, ROSE LODGE, GRANDE RONDE, SHERIDAN STARTS AT THE ELKS LODGE ON 12TH STREET @0700 LONGVIEW LONGVIEW, KLAMA, WOODLAND, RIDGFIELD, LA CENTER, **RAINER, **ST. HELENS, **SCAPPOOSE, VANCOUVER ** CAN NOT STOP AT THESE STOPS IF STOPPING IN KLAMA, WOODLAND, OR LA CENTER. STARTS AT THE SAFEWAY ON 15TH ST @0700 SHUTTLE NAME: SHUTTLE STOPS BY CITY: Call for p/u times to a specific city PICKUP LOCATIONS: SALEM SALEM, KEIZER, BROOKS, WOODBURN, WILSONVILE, AURORA STARTS AT THE SALEM VA CBOC @0700 THE DALLES THE DALLES, MOSIER, HOOD RIVER, CASCADE LOCKS, HWY 14 & 197, LYLE, WHITE SALMON STARTS AT THE SAFEWAY ON HOOD ST. @0700 TILLAMOOK TILLAMOOK, BANKS, NORTH PLAINS STARTS AT THE V.S.O. ON 3RD ST. @ 0700 YAMHILL MCMINNVILLE, LAFAYETTE, NEWBERG START LOCATION DETERMINED BY RIDERSHIP @0730
Updates by Option Option Problem Summary Resolution Summary Validation Scenario Throughout VBECS Large reports (20+ pages) CR 3581 R5219698FY15 While the report is compiling for preview, clicking the Print button causes the VBECS session to freeze as well as the printer. The reports listed below will no longer allow printing while the report is compiling for preview. Administrative Data (will only be 3 pages) Audit Trail Blood Availability Cost Accounting C:T Ratio Division Transfusion Exception Report Testing Worklist Transfusion Effectiveness Transfusion Requirements None Provided. Transfusion Requirements Report CR 3575 INC 1280760 A patient with an instance of both antibody specificities, in a pair that differ by case of the letter, e.g., Anti-E, Anti-e, the lower case specificity does not appear on the report. The report displays all antibody specificities, e.g., Anti-E, and Anti-e, or any other such pair. None Provided. Order Alert Report CR 3574 INC 1282130 INC 1296749 The Lab Order number included in an Order Alert printout is not correct intermittently when multiple CPRS orders are processed. The Lab Order number included in an Order Alert printout is correct when multiple CPRS orders are released simultaneously. Test Five Return Issued Units to Blood Bank DR 4999 DR 5175 CR 3553 The warning and override based on time out of controlled storage is no longer applicable (i.e., the 30-minute rule). The AABB Standards no longer use time as the trigger to determine if a unit is acceptable for reuse after issue to a location without monitored storage. The Exception report will no longer include this override. The warning message, override and exception report related to 30 minutes out of controlled storage no longer display. Update local policy and procedure. Issue a blood component unit. Return it from issue 30 minutes or more after issue was completed. The “30 minute” warning and its associated override do not display. Update local policy and procedure to meet documentation requirements of the unit’s evaluation for continued use suitability.