zilongwang/ReadingBank huggingface dataset:
Transferring Policyholder means a reinsured, insurer, reinsurer or syndicate at Lloyd's that has ceded a risk to or reinsured a risk with the Relevant Transferor pursuant to a Transferring Policy; UK means the United Kingdom of Great Britain and Northern Ireland; and VAT means value added or similar turnover or sales taxes, wheresoever imposed (including any interest, surcharges or penalties in respect of the same). In this Transfer: property and asset includes (without limitation) property, assets, rights (including, without limitation, contingent rights as to the repayment of tax) and powers of every description (whether present or future, actual or contingent) and includes property and assets held on trust, securities (quoted or unquoted), benefits (including, without limitation, tax benefits), powers of any description and any interest whatsoever in any of the foregoing; transfer includes (as the context may require) assign, assignation, assignment, dispose, disposal, novate, novation, convey and conveyance and shall include a transfer by operation of law; any reference to the singular shall include a reference to the plural and vice versa and any reference to the masculine shall include a reference to the feminine; any reference to a court, tax, accounting or regulatory authority shall be deemed to include a reference to such authority's successors from time to time; any reference to an enactment, a statutory provision or any subordinate legislation be deemed to include a reference to that enactment, statutory provision or subordinate legislation as amended, replaced or re-enacted from time to time and to any instrument or order made from time to time under such enactment, statutory provision or subordinate legislation; expressions used have meanings under FSMA shall bear those meanings unless stated otherwise; any reference to this Transfer include the recitals to it and (unless inconsistent with the subject or context) references in this Transfer to paragraphs or parts are to paragraphs or parts of this Transfer; the rule known as the ejusdem generis rule shall not apply, and accordingly words introduced by words and phrases such as "include", ''including", "other" and "in particular" shall not be given a restrictive meaning or limit the generality of any preceding words or be construed as being limited to the same class as the preceding words where a wider construction is possible; headings are inserted for convenience only and shall not affect the construction of this Transfer;
Character position Field length Field format Field type Field name Reference number 1-3 3 N M Record length (=996) 6.1 4-16 13 A M Record identifier (=IDENTREGISTER) 6.2 17-26 10 AN M Report specification version number (=TBARV001.0) 6.3 27-37 11 N M Australian business number (ABN) 6.4 38-65 28 DT M Date timestamp report created 6.5 66-81 16 AN M File reference 6.6 82-281 200 AN M Name 6.7 282-321 40 AN M Contact name 6.8 322-323 2 N M Contact phone number area code 6.9 324-338 15 AN M Contact phone number 6.10 339-376 38 AN M Street address line 1 6.11 377-414 38 AN O Street address line 2 415-441 27 AN M Street address suburb, town or locality 6.12 442-444 3 A M Street address state or territory 6.13 445-448 4 N M Street address postcode 6.14 449-498 50 AN C Street address country 6.15 499-574 76 AN M address 6.16 575-996 422 A S Filler 6.17 Character position Field length Field format type Field name Reference number 1-3 3 N M Record length (= 996) 4-7 4 A M Record identifier (= TBAM) 6.18 8-18 11 N M Provider Australian business number (ABN) 6.19 19-218 200 AN M Provider name 6.20 219-227 9 N M Member tax file number (TFN) 6.21 228-242 15 AN O Member title 6.22 243-282 40 AN M Surname or family name 6.23 283-322 40 AN O First given name 6.24 323-362 40 AN O Second given name 6.25 363-364 2 N M Day of birth (= DD) 6.26 365-366 2 N M Month of birth (= MM) 6.27 367-370 4 N M Year of birth (= CCYY) 6.28
DEFINITIONS Term Description Member For the purposes of this document, a member is: a member of a superannuation fund member of a life insurance company a depositor in an approved deposit fund (ADF), or a holder of a retirement savings account (RSA). Intermediary This is the organisation (as authorised by the provider) that gives the statement on behalf of the providers being reported for. An intermediary may be a superannuation administrator, tax agent, accountant, employee of the provider, or any other properly authorised legal entity. It may also be the provider itself lodging on its own behalf (for example, a super fund or its corporate trustee or a life insurance company). The intermediary is the organisation who lodges the Transfer Balance Account Report (TBAR) with the Australian Taxation Office (ATO). Provider The obligation to report is imposed by the legislation upon a superannuation provider that is: for a super fund, the trustee of the fund for an ADF, the trustee of the fund, or for an RSA, the RSA provider. For a Life Insurance Company, the directors However, as is the convention in ATO forms, the term provider is used in this document to refer to the particular super fund, ADF, RSA or Life insurance company that details are being reported for, rather than to the trustee or RSA provider with the obligation to report them. A superannuation fund includes all public sector schemes, regardless of whether they are administered by Australian Prudential Regulation Authority (APRA), and regardless of whether they are constitutionally protected. Some super funds have registered a name with the ATO that includes a reference to the fund's trustee (for example, 'Trustee for XYZ Super Fund') and it is this registered name that should be reported as the name of the provider.
Master of Social Work Transfer Credit Request Form Name: Your Original Institution: USC ID: City, State: Terms/Years Attended: example: Fall 2009 – Spring 2010 Please indicate for which course(s) you are requesting a transfer credit evaluation, matching each of your courses with the appropriate USC course: 12 units maximum USC School of Social Work: Your Original Institution: Course Number Course Course Number Course Term(s) Number of Units Grade Received Syllabus attached? SOWK 506 Human Behavior & Social Environment  SOWK 536 Policy and Advocacy in Professional Social Work  SOWK 544 Social Work Practice with Individuals, Families, and Groups  SOWK 546 Science of Social Work  TBD (elective course)  TBD (elective course)  TBD (elective course) 
Please detail the method of transport and any animal welfare implications: B. RECIPIENT/TO - PROTOCOL DETAILS Approval No: RA/3/ Protocol Title: Chief Investigator: School: Does this protocol have AEC approval for this species? YES [ ] NO [ ] What is the maximum approved holding period for this protocol? CHIEF INVESTIGATOR - RECIPIENT Title, first name, last name number (UWA only) Work mailing address /school (include UWA MBDP) Email Phone Animal Care Services (ACS) Technician-In-Charge - COMPULSORY SECTION [Technician to comment and approval and any conditions in this space – TIC: please include your name and date] DECLARATION We, the undersigned have read and agree to abide by the conditions and constraints of the Australian Code for the care and the use of animals for scientific purposes (8th edition 2013); acknowledge that the information contained in this form is a true and accurate record; (iii) agree to the transfer of animals. A. CHIEF INVESTIGATOR – Donor [Type name and Date] B. CHIEF INVESTIGATOR – Recipient [Type name and Date] Chief Investigators: Donor and Recipient must be copied into the email correspondence. Submission of Application – Please email this form to THE ANIMAL WELFARE OFFICER: UWA policy deems this document as signed if you type your name and send it attached to an email. Please send the documents as MS-Word or pdf, NOT Scanned.
AND 6.0 units of first-year university level Mathematics or Statistics with a mark of a Queen’s C. Commerce courses do not transfer as Mathematics or Statistics courses. and 103 through Queen’s Arts and Science Online. Students must pass BIOL 102 and earn a mark of a Queen’s B in Biology 103 to progress in the Biology Degree Plan in addition to the Mathematics course requirements.* AND Students who don’t have 6.0 units of university-level Mathematics or Statistics may wish to apply for Summer term start where they will take 6.0 units in Mathematics through Queen’s Arts and Science Online. Students must pass the Mathematics course to progress in this degree Plan in addition to the Biology requirements.* Please note 9.0 units in the Summer term is deemed to be full-time study. Should a student take the Biology courses and the Mathematics course they would be registered in 12.0 units, which is greater than a full-time load.
Admission ONLY. Drama 2.6 Economics 2.6 English Language and Literature 2.6 6.0 units of first-year, English, equivalent to Queen’s English 100, with a mark of a Queen’s B- Students who don’t have 6.0 units of university-level English equivalent to English 100 may wish to apply for Summer term start where they will take English 100 through Queen’s Arts and Science Online. Students must earn a mark of a Queen’s B- in English 100 to progress in the English Language and Literature Degree Plan.* Environmental Science 3.0 Film and Media 2.6 6.0 of first-year, Film, equivalent to Queen’s FILM 110, with a mark of a Queen’s B- French Studies 2.6 Gender Studies 2.6 Geography (BAH, BSCH) 2.6 Geology 2.6 Global Development Studies 2.9 Hispanic Studies 2.6 History 3.0 OR Students who don’t have 6.0 units of
mark of a Queen’s B. Political Studies 3.2 6.0 units of first-year, Politics course with a mark of a Queen’s B. Religious Studies 2.6 Software Design 3.0 3.0 units of CISC 121 with a mark of a Queen’s B AND 3.0 units of CISC 102 with a mark of a Queen’s C. If a student does not have CISC 102, but has an equivalent to Queen’s MATH 110/6.0 units with a mark of a Queen’s C, they may use that course to replace CISC 102 requirement. Commerce courses do not transfer as Students who don’t have CISC 121 or CISC 102, may take these courses by applying for a Summer term start where they will take the course through Queen’s Arts and Science Online. Students must earn a Queen’s B in CISC 121 and must pass CISC 102 to progress in the Software Design Degree Plan.*
How to request a transfer from the program currently serving the child In a planned transfer, the receiving agency needs to put a minimum amount of information into their database and then they can request a transfer from the agency currently serving the child. This should be done only after other transfer activities have been coordinated with the sending program. The sending program must ensure the child’s information is complete and up-to-date because they will be locked out of editing the information after the transfer. The minimum information needed to add a child to your database is: the child’s first name, middle initial and last name, date of birth, at least one parent/foster-parent first and last name, and one form of parent contact information: email, address, or phone number. After the above information has been entered, click save, and the computer checks for an existing child in the database and provides a pop-up with potential matches (could be more than one). Select one and assign the ID. If Use selected ID is chosen, a pop-up will appear and enable the receiving agency to request a transfer from the program currently serving the family. If Yes is selected, the program currently serving the child will receive a notification for a transfer. If No is selected, the ID remains consistent but no information is transferred. In an unplanned transfer or re-referral situation, when a is entered into the database, after the user has clicked “Save”, a pop-up screen will appear if there is a match found at another program. If one (or more) matches are found, the user can select to assign one of the existing ID’s or assign a new ID. If they select an existing ID, the pop-up below is shown giving them the option to send a transfer request. Note, if you indicate no at this time, you will not be able to request a child’s full file at a later time. You will be able to request the most recent IFSP to be transferred. How to initiate a transfer as the program currently serving the child to the program receiving the child. In planning a transfer, the sending program should collaborate with the receiving program prior to initiating any activity in the database. This may be done by phone, mail, or email. The sending program ensures that the child’s information is up-to-date and complete. The sending program also needs to ensure that the receiving program has entered the minimum relevant information to receive the child’s electronic file.
Social, Emotional and Mental Health (TR4c) Strengths If no SEN continue to record strengths Description of need Implications in setting Strategies Steps taken to meet needs and successes Desirable outcomes (SMART) Description of provision/name of intervention matched to outcome Group size Duration/ time and Frequency per week Cost Physical and Sensory (TR4d) Strengths If no SEN continue to record strengths Description of need Implications in setting Strategies taken to meet needs and successes Desirable outcomes Description of provision/name of intervention matched to outcome Group size Duration/ time and Frequency per week Cost Preparation for Key transitions (TR4e) Identified difficulties to impact on transition
Education Health Care Plans Information how Hackney Learning Trust (HLT) will follow Special Educational Needs (SEN) reforms from the Children and Families Act 2014, to improve outcomes for children and young people with special educational needs and disabilities Introduction There are currently 1559 children with statements of Special Educational Needs and 107 young people with Learning Disability Assessments (LDA) in Hackney Hackney Learning Trust must replace all statements with an Education Health Care Plan (EHCP) by 01 April 2018. This is called Transfer Review. We must replace an LDA with an EHCP by 01 September 2016, if we are asked to, by a young person who is staying in further education or training We have shared our local transition plan for replacing statements and learning disability assessments with schools, independent supporters, schools and colleges. Our plan is also on our website. We will review our plan regularly and make changes if we need to. HLT priorities for replacing statements with education health care plans In 2015/2016 our priority year groups are: Year 6 (we will combine our transfer review with secondary transfer so parents/carers will be asked to also choose their preferred secondary school for September 2016) 11 -14, young people transferring from school into 6th form or further education Year -1 (we will combine our transfer review with primary transfer so parents/carers will be asked to also choose their preferred primary school for September 2016) Year 2 and Year 9 If any child or young person is moving from a mainstream school to a special school or vice versa we will undertake
The support (health provision) I need for my health/medical needs (delete if n/a) Intended Overall Outcome: Date set: Target: Progress against last year’s targets: Next review date New/current Targets Support I will have to help me achieve my new targets Intended Overall Outcome: Date set: Target: Progress against last year’s targets: Next review date New/current Targets Support I will have to help me achieve my new targets
Appendix II Guidance Notes Criteria for the exercise by the Pensions Authority (the “Authority”) of its function article 3(1)(b) of the Occupational Pension Schemes (Preservation of Benefits) Regulations, 2002, as amended (S.I. No. 279 of 2002) (the “Preservation Regulations”) The Authority will take into account, subject to the exercise by the Authority, where possible, of flexibility and judgement having regard to the circumstances of each application received, the following guidelines in determining, under article 3(1)(b) of the Preservation Regulations, that a transfer payment from the scheme, without the consent of the member concerned, should be effected by the trustees of the scheme: A period of at least 2 years should have elapsed since the date of termination of the member’s relevant employment. The trustees should have already written to members seeking the members’ consent to the transfer of the members’ preserved benefit (to another scheme or to an approved insurance policy or contract). This letter must also include the following: notification to members of any option available to members under section 34(3) of the Act in respect of a transfer payment; notification to members that in the event of members not consenting to the transfer, the trustees are considering applying to the Authority for a determination that would result in the member’s benefits being transferred out of the relevant scheme, notwithstanding their lack of consent; and notification to members that they have 30 days to make written observations to the trustees on the proposed application to the Authority which the trustees must give due consideration to before making any final decision on whether to apply to the Authority. The written notice at 2 above should be given by delivering the notice to the person to whom it relates, or sending it by post in a prepaid registered letter addressed to such person at the address at which he or she ordinarily resides. Please note that the trustees will not be deemed to have satisfied the notification requirement where a letter is returned as undelivered.
LAN – Local Area Network LTE – Long-Term Evolution LTE-M - Long-Term Evolution for Machines OMB – The Office of Management and Budget PBX – Private Branch Exchange PRI – Primary Rate Interface PSTN – Public Switched Telephone Network PUC – Public Utility Commission SCADA - Supervisory, Control, and Data Acquisition SIP – Session Initiation Protocol SLA – Service Level Agreement SOO – Statement of Objectives SOW – Statement of Work TCC – Transition Coordination Center TOA – Transition Ordering Assistance UCC – Unified Communications and Collaboration VoIP – over Internet Protocol WAN – Wide Area Network
Implementation Planning Rapid and incremental implementation with timelines and task accountabilities Continuous improvement – learning organization Quality Improvement Processes Establishing methods of data to make and adjust plans based on continuous improvement processes Performance management mechanisms: That the RP to monitor and improve outcome measures, including state-level and regional targets: The all‐payer per capita total hospital revenue growth will be limited to 3.58% per year over the five years (plus an adjustment for population growth). Medicare per beneficiary total hospital cost growth over five years shall be at least $330 million less than the national Medicare per capita total hospital cost growth over five years. This is estimated to represent a savings level of about one‐half percent per year under the national Medicare spending growth rate beginning in year two of the model. The aggregate Medicare 30‐day unadjusted all‐cause, all‐site readmission rate will be reduced to the corresponding national rate over five years. An annual aggregate reduction of 6.89% in potentially preventable conditions (PPCs) over five years will result in a cumulative reduction of 30% in PPCs over the life of the model. Facilitate the monitoring and improvement of process measures, outcome measures and associated performance Establish forums in which key metrics are reviewed and understood and accountabilities are set up for improvement Deploy methods of evaluating and continuously improving the competencies and performance of associates, including care coordinators Establish mechanisms to affect a culture that promotes: More communication and collaboration among organizations and individuals within the regional partnerships Clarity about how to handle ongoing competition alongside cooperation – how to compete and keep working together Patient-centered decisions, processes, and accountabilities Aligned incentives Domain 8: Develop Care Delivery Model Changes Context: Meaningful short-term impact on commitments to hospital utilization reduction, as well as long-term impacts on population risk, will require system changes in the delivery of care. These are likely to include the strengthening of access to primary care, better connections of hospitals to care, and new ways to engage patients and families in the defined care goals. Develop programs that were defined in applications such as diabetes, tele-health and chronic care management. Design and establish:
will this proposal address the needs of older people accessing your organisation in Bristol? (Please aim for no more than 400 words) Finance and compliance Please provide the name and address of your bank: Please attach copies of the following documents to the Expression of interest. Copy of your most recent annual accounts A photocopy of a bank statement no more than 3 months old Names and Addresses of all members of your management committee or board. Safeguarding adults policy Equal opportunities policy Can you confirm that the insurance levels listed below will be in place before a contract for this service is signed Employers Liability being not less than £5 million Public Liability being not less than £5 million YES/NO Can you confirm that all staff and volunteers involved in the delivery of the service in roles which are eligible for DBS checks hold up to date enhanced DBS certificates? YES/NO Full application questions – YOU DO NOT NEED TO COMPLETE THESE NOW but if shortlisted, you will be asked to submit them. More information about your organisation/group Current free reserves
The Benefits of Rounding with Purpose on a Patient’s Experience There are three questions on the Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) Patient Survey directly related to the patient’s experience and communication with their nurses. They include: Question #1: “During this hospital stay, how often did nurses treat you with courtesy and respect?” Question #2: “During this hospital stay, how often did nurses listen carefully to you?” Question #3: “During this hospital stay, how often did nurses explain things in a way you could understand?” Benefits of Nurse Hourly Rounding Purposeful and effective nurse rounding helps to manage patient expectations, demonstrates caring, and promotes improved quality of care. It is a proactive approach to patient care and communication – one that can make lasting impressions on a patient’s experience in our hospital. It also makes a direct impact and improvement on HCAHPS Scores. 4 Key Elements in Rounding with Purpose: 1. Pain – Ask the patient if they are in pain and if so to rate their pain level on the organization’s pain scale. This will enable the nurse to provide proper documentation for the pain med selected and provide a baseline for comparative pain reassessment in 30-60 minutes. 2. Position- Encourage the patient to change positions with assistance from the nurse. 3. Ask the patient if they need to use the bedpan or need assistance in getting to the bathroom. Patients on diuretics without a Foley are of special concern. 4. Possessions- Make sure the patients belongings (eye glasses, cell phone, drink cup, call light, tissues, etc.) are within easy reach. These items are the most frequently requested needs for which patients use their call light, other than using the bedpan. Of course, your visit should be documented in the medical record with a brief description of the 4 elements of rounding with purpose.
Transitions Closing Circle appropriate for your group) have visuals. Have children answer charting with whiteboard/pocket chart/etc. *See Meal Time Discussion Below Review daily schedule and rules now and throughout the day Transition: “Pass the ice cube” – Play a song on a CD and pass an ice cube around the circle. Notice what is happening to the ice cube. When children notice their hands getting wet and the ice cube getting smaller, tell them that the heat from their hands warmed the ice cube and it started to melt. The coldness of the ice made your hands colder. Pass it around until the ice is gone and all that’s left are wet hands. The ice was solid and then it became a liquid! Relaxation: Transition: SS Brain Builder Closing Circle: Review with the full counting each column and writing the numeral; then Discussion: Follow up on QOTD: Talk about the 3 items – What do they have in common? What do we know about them? Can we change their shape? Can we pour them? Help children recognize that they are solids. Have children recall how solids are different from liquids. Have children name a few solids. Review daily schedule and rules now and throughout the day Transition: Choose a math activity Music/Movement: Freeze Dance (see below) & I'm a Little Ice Cube (tune: I'm a Little Teapot) I'm a little ice cube, frosty and square, I make things icy cold everywhere. If it gets too warm, I better watch out, "Cause I will melt, there is no doubt. Relaxation: Transition: Up and Down, pg, 44 Transition Magician Have this message written in advance and read it aloud during meeting, asking for children’s “help.” Engage children in noticing concepts of print, such as where to start reading and which direction to go, a long word vs. a short word, etc. Review daily schedule and rules now and throughout the day Transition: What’s Beneath the Bowl? Pg. 53 Transition Magician Music/Movement: SS song & one other Relaxation: Transition: SS Skill Activity Closing Circle: Goodbye song weeks (colors, water/ice, water and cornstarch mixed together). What else can change? Ask children to explain their thinking. “How do you know that changes?” Review daily schedule and rules now and throughout the day Transition: SS Activity Music/Movement: Freeze Dance & I’m a Little Ice Cube Relaxation: Transition: SS Builder- Closing Circle: Goodbye song
Name Focus TS GOLD Objective(s) (IFSP, TS Gold Report, family input, conference goal, etc.) NOTE: Children with similar needs may benefit from differentiated instruction (e.g. during small-group activity). You can use the “Small Group” column at right to make notes about possible groupings. Example: 1. Routine – activity, state how you are individualizing for this child. Soc-Emotional Approaches to Learning Language & Literacy Cogn./ Gen. Knowledge Physical Tuesday 1. 2. 3. Tuesday 1. 2. 3. 1. 2. 3. 1. 2. 3. 1. 2. 3. 1. 2. 3. 1.
5. Include transformation updates in SCR weekly reports to provide most up-to-date information to all programs and levels of the organzation. Lisa Mayrose Ongoing 6. Regional tranformation champion shall participate in all tranformation implementation meetings when made available. Kim Williams Shawn Creney Ongoing Ongoing 7. Develop a process for the ongoing exchange of information at all levels surrounding transformation activities. Kim Williams Ongoing September 2012 8. 9.
Goal: Integrated Approach to Successful Implementation of Child Welfare Transformation Initiative: To identify training needs as well as opportunities to enhance core competencies. Action: To conduct skill set assessments at all levels of the workforce and develop training curriculums to enhance core competencies. Task Person(s) Responsible Status Completion (estimated or actual) 1. Conduct Regional assessments of skill sets to identify training needs. Kim Williams Creney On Target September 2012 2. Engage Trainers and Field Support Supervisors in ongoing activities to ensure trainings and coaching aligns with FSDMM. Lisa Mayrose Karen Turcotte Ongoing Ongoing 3. Conduct monthly meetings with Regional and Circuit Leadership to discuss skill building strategies. Lisa Mayrose Kim Williams On Target Ongoing 4. Create and provide workshops for field staff designed to enhance core competencies as identified through the needs asssessment and Field Support Supervisor feedback. Lisa Mayrose Kim Williams Ongoing Ongoing Task Person(s) Responsible Status Completion (estimated or actual
5. Conduct On-Site coaching and mentoring activities specific to both Supervisors and Investigators. SunCoast Region Program Office Ongoing Ongoing 6. Identify staff to serve as “Lead Purveyors” Lisa Mayrose Kim Williams Ongoing November 2012 7. 8. 9.
Goal: Integrated Approach to Successful Implementation of Child Welfare Transformation Initiative: Develop implementation strategies to ensure a seamless transition. Action: To develop Regional activities to support a seamless transition during implementation of the Florida Safety Decision Making Methodology. Task Person(s) Responsible Status Completion (estimated or actual) 1. Identify key stakeholders to participate on the SunCoast Region Implementation Team. Regional Leadership Ongoing September 2012 2. Complete a Strengths Weaknesses Opportunities Threats (S.W.O.T.) Analysis. Lisa Mayrose Kim Williams Ongoing December 2012 3. Develop and conduct Regional Readiness Assessments to further identify strategies for successful implementation. Lisa Mayrose Kim Williams Ongoing January 2013 4. Develop Regional Implementation Rollout Stragegy utilizing results from S.W.O.T. analysis and readiness assessments. SunCoast Region Implementation Team Ongoing February 2013 Task Person(s) Responsible Status Completion (estimated or actual
Desired Results: Desired Transition: Obstacles: 1.a Term Goal: 2.a Short Term Goal: 1.b Individual / Family / Supporters Strengths: 2.b Individual / Family / Supporters Strengths: 1.c Action Steps By Individual / Family / Supporters: 2.c Action Steps By Individual / Family / Supporters: 1.d Action Steps By Staff (Intervention): 2.d Action Steps By Staff (Intervention): SIGNATURES (Indicates person’s participation / agreement with Treatment Plan): Client*: *If no signature, see progress note dated: ____________ Family or Support Person: _________________________ Program () Staff: _______________________ LPHA (if different from Program Date: Date: Date: Date: AUTHORIZED PERIOD Start Date: End Date: Was a Copy of the Treatment Plan offered to Client? Yes / No If Yes: Accepted / Declined If No, see progress note dated TYPE OF SERVICE (check √ ): □ Outpatient MH □ DTI □ DR □ AR □ CR Client Name: Unicare # Program /
Sample Meal Plan SUNDAY BREAKFAST LUNCH DINNER SNACK cut salad over a bed of greens 1 cup green tea Transformational Nutrition Up Quinoa Salad Citrus Salmon Mixed greens salad ½ cup berries (any kind) MONDAY BREAKFAST DINNER SNACK Transformational Nutrition Berry Clean Detox Shake Summer Salad Buddha Bowl ½ cup grass-fed or dairy-free ice cream TUESDAY BREAKFAST LUNCH DINNER SNACK 1 cup of steel cut oats with ½ cup fresh fruit Cauliflower and Carrot Soup Mixed greens salad Coconut Curried Veggies with brown rice or quinoa 1 baked apple or pear with cinnamon on top WEDNESDAY BREAKFAST LUNCH DINNER SNACK Citrus Sunshine Tasty Veggie Tacos 1 turkey burger wrapped in lettuce 1 garden salad Raw veggies with 2 Tbsp. hummus THURSDAY BREAKFAST LUNCH DINNER SNACK Chocolate Strawberry Oats Cereal Transformational Nutrition Tropical Tango Toxin Buster White Bean & Spinach Soup Mixed greens salad ½ cup berries with Simple Chocolate FRIDAY BREAKFAST DINNER SNACK Pina Colada With a Side of Green Smoothie Green Greek Salad Chickpea Curry Simple Spinach Salad ½ cup Chocolate Avocado Pudding SATURDAY BREAKFAST LUNCH DINNER
Chickpea Curry Ingredients: 1 tbsp coconut oil 1 onion, finely chopped 2 garlic cloves, finely chopped 2 tbsp curry powder 1 tbsp sea salt, or to taste 1 ½ c chickpeas (or 1 can chickpeas, drained and rinsed) 2 ripe tomatoes, (or 1 c canned tomatoes, chopped) Optional: ½ c of cooked high quality protein Directions: Heat oil in a large pot and add onions and garlic and cook until translucent, about 5 minutes. Add curry to the pot and cook until fragrant, approximately 1 minute. Add the chickpeas and tomatoes and cook, stirring occasionally, for about 20 minutes. Serve with brown rice or quinoa.
How has the parabola been transformed? How has the parabola been transformed? How has the parabola been transformed? How has the parabola been transformed? Name: ___________________________________________ Date: ___________________ Period: __________ Transformations of Functions: The Quadratic Function Day 2 Warm-Up: Complete the square to convert the function to vertex form. How has the parabola been transformed, the following function? What happens when we change “a” in ? What is the Vertex? How has the parabola been transformed? What is the Vertex? How has the parabola been transformed? What is the Vertex? How has the parabola been transformed? Will the a ever change the location of the vertex? If not, what does affect the vertex? We notice that “” ___________________ We notice that “” ___________________ We notice that “” ___________________ Does this affect the domain? _________________ The range? _____________________ Let’s put it all together and graph multiple transformations using the form:
Name: ____________________________________Graphing Project Date ____________ Key: Questions: 3 points – Answered all questions accurately. 2 points – Answered more than half of the questions 1 point – Answered less than half of the questions or did not answer them at all. Accuracy: 3 points – Points were graphed correctly. 2 points – Points were graphed partially accurate 1 point – Points were graphed incorrectly. Color: 3 points – Colored all geometric figures and used a straight edge. 2 points – Only outlined all geometric figures and used a straight edge 1 point – Only outlined all geometric figures and did not use a straight edge Part 1 Questions Accuracy Total King Tut (Dilation) Cube (Dilation) Your Own (Dilation) Slides (Translation) Your Own (Translation) Trapezoid (Reflection) Your Own (Reflection) Arrow (Rotation) Your Own (Rotation) Part 1- Subtotal Part 2 (Content) Has an introductory paragraph, body and conclusion. has good flow with no grammar errors. Has an introductory paragraph, body and conclusion. Paper has good flow with many grammar errors Has an introductory paragraph, body and conclusion. Paper has no flow and many grammar errors Essay (World Connection) Has an introductory paragraph, body and conclusion Paper has good flow with no grammar errors Has an introductory paragraph, body and conclusion. Paper has good flow with many grammar errors Has an introductory paragraph, body and conclusion. Paper has no flow and many grammar errors 5points turned project in on time 0 points did not turn project in on time 5 points overall presentation (in 0 overall presentation (not in order) Part 2 – Subtotal Total Points___________
The students will graph a whale in three forms. The students will be doing dilation when graphing the three different whales. translation and reflection in depth. EXPLAIN: The students will continue to work on their projects. The teacher will walk around the classroom and will make sure that they understand the concept. ELABORATE: The students will continue with the project have done to translate the whale family. ELABORATE: The students will continue with the project and will have it done at the end of the class. concept. The students are expected to answer questions when the teacher is explaining the concept. ELABORATE: The students will compare rotation and dilations to a real world example. N EVALUATE/ASSESS: The students will have a DOL over translation. EVALUATE/ASSESS The teacher will ask students questions individually to check the students understanding. EVALUATE/ASSESS: The students will be evaluated at the end of the project. EVALUATE/ASSESS: The students will be evaluated at the end of the project. EVALUATE/ASSESS: The teacher will ask the students to define a rotation and dilation to check the students understanding. Resources
A sequence of transformations maps rectangle ABCD onto rectangle A"B"C"D", as shown in the diagram below. Which sequence of transformations maps ABCD onto A'B'C'D' and then maps A'B'C'D' onto A"B"C"D"? 1) a reflection followed by a rotation 2) a reflection followed by a translation 3) a translation followed by a rotation 4) a translation followed by a reflection In the diagram below, which single transformation was used to map triangle A onto triangle B? 1) line reflection 2) rotation 3) dilation 4) Translation Which transformation would result in the perimeter of a triangle being different from the perimeter of its image? 1) 2) 3) 4) Triangle ABC and triangle DEF are graphed on the set of axes below. Which sequence of transformations maps triangle ABC onto triangle DEF?
If the scale factor is between 0 and 1, the image is a reduction (a shrink). Types of Transformations Graphic Organizer Transformations What Is It? What Happens to Shape (Angles)? What Happens to Size? What Happens to Orientation? Translation A transformation in which every point of the pre-image moves in the same direction by the same amount to form the image. A translation is also referred to as a "slide". A translation creates a similar and congruent figure. Angles remain the same. Size remains the same. Orientation remains the same. Figure is moved to another location (letter ordering remains the same). Reflection A transformation in each point is mapped onto its reflection image over a line or plane. A reflection creates a similar and congruent figure. Angles remain the same. Size remains the same. Orientation is reversed (letter order is not preserved. Order is reversed).
Palestinian Narratives of Conflict: History's Double Helix. Ed. Robert I. Rotberg. Bloomington: Indiana University Press, 2006. 19-46. Bronner, Eric. “When Politics are Complex, Simple Joys at the New York Times July 26, 2011. Butler, Judith. Parting Way: Jewishness and the Critique of Zionism. New York: Columbia University Press, 2012. Chomsky, Noam and Ilan Pappé. On Palestine. Ed. Frank Barat. Chicago: Haymarket Books, 2015. Encounter Point. Directors Ronit Avni and Julia Bacha. 2005. DVD. Freud, Sigmund. Moses and Monotheism. New York: Knopf, 1939. Margalit, Ruth. “An Exile in the Corn Belt: Israeli’s Funniest Palestinian Writer Decamps to the Midwest,” The New Yorker, Sept. 7, 2015. Said, Edward. Freud and The Non-European. London: Verso, 2003. Further Reading Aldred, Cyril. Akhenaten, King of Egypt. London: Thames and Hudson, 1991. Ginsburg, Ruth, and Pardes, Ilana, eds. Conditio Judaica, Volume 60 : New Perspectives on Freud's Moses and Monotheism. Munchen, DEU: Max Niemeyer Verlag, 2012. Kotzin, Daniel P. L. Magnes: An American Jewish Nonconformist. Syracuse, NY, USA: Syracuse University Press, 2010.
PHASE APPLIED CURRENT(A) HV SIDE APPLIED CURRENT(A) LV SIDE CALCULATED VALUE MEASURED VALUE IN % I DIFF I BIAS I DIFF I BIAS R 1.5 2.0 Y 1.5 2.0 B 1.5 2.0 K1-30% Is1-0.4 * Pick-up: formula ±5% * Drop-off: 95% of formula ±5% (see technical manual P64×_112 page no: 40) ID----I DIFF IB----IBIASE SLOPE = (ID2-ID1)/ (IB2-IB1) B- Upper Slope Test: - IS2: Basic Diff Current Threshold Setting. - : High Percentage Bias Setting. - Id Calculated = I diff> K1 * Is2 + K2 ( Ibias – Is2 ) PHASE APPLIED CURRENT (A) HV SIDE APPLIED CURRENT (A) LV SIDE CALCULATED VALUE MEASURED SLOPE IN % I DIFF I BIAS I DIFF I BIAS R Y B Differential Setting (Is1=0.4 , Is2=2 , K1= 30%, K2=60%). K1-30% * Pick-up: formula ±5% * Drop-off: 95% of formula ±5% (see technical manual P64×_112 page no: 40) HARMONICS CHECK
PHASE 2 * Is EXP sec ACT sec. PHASE-R PHASE-Y PHASE-B EARTH FAULT PICK UP / RESET RESULT: In=0.13In CURVE:NI PHASE PICK UP SETTING MEASURED PICK UP(A) MEASURED DROP OFF (A) PHASE – R 0.13 Note: pick up error =±5% Drop off Level = >95% of pick up EARTH FAULT CHARACTERISTIC: Normal inverse Is =0.2In Tm : 0.3 T = (0.14*Tm) / ( (I/I s) ^ 0.02 – 1 )) sec. PHASE 2 * Is EXP sec ACT sec. PHASE-R lV over current and earth fault: OVER CURRENT PICK UP / RESET RESULT: In= 1.23 In CURVE:NI PHASE PICK UP SETTING MEASURED PICK UP(A) MEASURED DROP OFF (A) PHASE – R 1.23 PHASE –Y 1.23 PHASE - B 1.23
#7 Instructional Design Support for Faculty To guide Penn State towards equitable and sustained high-quality learning design support and resources for faculty across the University. Leads: Gary Chinn/Deena Levy Working Group: Learning Design Resources Working Group #8 Instructional Development for Faculty To engage all Penn State faculty and graduate instructors in their own instructional development and the implementation of pedagogical innovations that enhance students’ learning through access to information, people, and services. Leads: Angela Linse/Larry Boggess Working Group: Faculty Development Resources #9 Research on Educational Transformation To support research on systemic transformational change in teaching and learning across Penn State; to disseminate the results to support ongoing change at Penn State, and to grow Penn State's national and international reputation for educational excellence. Lead: Jeff Adams/Maggie Slattery Working Transforming Education Research Committee
Algebra Name _____________________ Transforming Formulas Worksheet 1) Area of a Rectangle 2) Circumference of a Circle Solve for w: Solve for r: 3) Perimeter of a Square 4) Distance – Rate – Time Solve for s: Solve for r: Algebra Name _____________________ Transforming Formulas Worksheet 1) Area of a Rectangle 2) Circumference of a Circle Solve for w: Solve for r: 3) Perimeter of a Square 4) Distance – Rate – Time Solve for s: Solve for r: 5) Volume of a Rectangular 6) Surface Area of a Right Prism Solve for w: Solve for B:
The secretariat function will be provided by NHS Ayrshire and Arran initially, this will move to Dumfries and Galloway and Scottish Government from 1st February, 2016. Meeting Schedule The group will meet approximately every two weeks. Governance The will report to the Transforming Nursing Roles group, chaired by Fiona McQueen, CNO, Scottish Government. Membership Name Title Representing Eddie Docherty Associate Nurse Director (Advanced Practice) CNO Julia Egan Professional Adviser Public Health Early Years and Children’s Services Directorate for CNO, The Scottish Government Trish Anderson Acting Senior Nurse, Community Wards NHS Fife Bruce Senior MH & Learning Disability NHS Lanarkshire Carol Wright NHS Borders Sarah Dickie Head of Nursing, Medical Directorate NHS Forth Valley Sharon Oswald Consultant, Acute Care NHS Forth Valley Helen Malo Policy Officer Royal College of Nursing Scotland Jim Foulis Associate Director NHS Tayside Harper Associate Director of Practice Nursing NHS Grampian Sandra Gray Head of Nursing, Patient Services National Services Scotland Mark Cooper Lecturer Practitioner (Advanced Practice) NHS Greater Glasgow & Clyde Judith Sinclair Lead NHS Orkney Kathleen McCulloch Community Lead NHS Western Isles Linda Nesbitt Advanced Nurse Practitioner National Waiting Times Centre (Golden Jubilee National Hospital) Brenda Wilson Associate Director of Nursing & Care NHS 24 Maggie Grundy Associate Director NHS Education for Scotland Gail Meier Interim Lead Primary and Community Care Directorate NHS Dumfries and Galloway
World Health Organization Framework Convention on Tobacco Control (United Nations, Treaty Series, vol. 2302, No. 41032) Sendai Framework for Disaster Risk Reduction 2015–2030 (resolution 69/283, annex II) United Nations Convention on the Law of the Sea (United Nations, Treaty Series, vol. 1833, No. 31363) “The future we want” (resolution 66/288, annex)
Transforming tasks | Designing mathematical tasks where students do the thinking Overview chart Strategies Techniques Primary Schools Explore – Lighthouse Schools From closed to open Different perspective Many entry points Many pathways Many solutions From tell to ask Socratic questioning Explore before explain Use dialogue Student voice Each Primary Site selects a strategy to develop and strengthen as ‘experts’, and to implement with a focus on Literacy or Mathematics.Teachers, students and leaders develop a deep understanding of their techniques to work towards co-designing examples of transformed tasks for wider distribution across the Partnership. Collecting Baseline Perception Data Possible questions for TfEL Compass survey
MINISTER’S The Education State is building a system that gives every student the knowledge, capabilities and attributes they need to thrive in life. It is ensuring that tomorrow’s workers have the skills industry needs, and employers expect. Career education must connect today’s learning with tomorrow’s jobs. It must empower young people to seize the opportunities of a rapidly changing, globalised world, and be ready to work in Victoria’s growing and high-demand industries. We are already investing in world-class programs and facilities such as Tech Schools, which give students opportunities to work on real-life problems, side-by-side with industry and tertiary experts, using the latest technology. We are now transforming career education — making it a key priority and ensuring that it is dynamic, comprehensive and reflects the exponential pace of technological change and globalisation. We know that career education is one of the key building blocks for lifelong success. We want to ensure students are confident, capable and can successfully manage their careers by: understanding their interests, strengths and aspirations exploring how jobs and careers are changing, what work looks and feels like, and the range of opportunities available to them deciding the subjects and qualifications that suit them best and reflect industry needs, to take them beyond school to TAFE, university or meaningful employment. Through the 2018/19 Budget, we are investing $109 million over four years and $26.7 million ongoing to redesign career education, to help students make better career and pathway decisions, and to meet business and industry needs. To further support students to achieve their best and be prepared for the future, we are also investing: $50 million for 1700 new Head Start Apprenticeships and Traineeships at 100 Victorian government secondary schools. Under this new program, students will be able to complete an extra year of school to finish as a fully-qualified apprentice or trainee. In other words, they will be able to start a trade at school and graduate ready for work. $25.9 million to enhance vocational pathways by improving students’ access to high-quality Vocational Education and Training in Schools (VETiS). Preparing for the future is the shared responsibility of schools, families, business, TAFEs, universities and the broader community. Together, we can ensure students have access to excellent information and advice, deep learning experiences and real-world opportunities. This Plan outlines the steps we will take to give students in government schools the best possible career education.