zilongwang/ReadingBank huggingface dataset:
or care plan or management plan in place to reduce the risk of aspiration. Episodes of acute breathlessness, which do not respond to and need specialist-recommended input; or intermittent or continuous low-level oxygen therapy is needed to prevent secondary health issues; or supportive but not dependent non-invasive ventilation which may include oxygen therapy which does not cause life-threatening difficulties if disconnected; or child or young person has profoundly reduced mobility or other conditions which lead to increased susceptibility to chest infection (Gastroesophageal Reflux Disease and Dysphagia); or requires daily physiotherapy to maintain optimal respiratory function; or requires oral suction (at weekly) due to the risk of aspiration and breathing difficulties; or has a history within the last to six months of recurring aspiration/chest infections. Moderate Requires high flow air / oxygen to maintain respiratory function overnight or for the majority of the day and night; or is able to breath unaided during the day but needs to go onto a ventilator for supportive ventilation. The ventilation can be discontinued for up to 24 hours without clinical harm; or requires continuous high level oxygen dependency, determined by clinical need; or has a need for daily oral pharyngeal and/or nasopharyngeal suction with a management plan undertaken by a specialist practitioner; or stable tracheostomy that can be managed by the child or young person or only requires minimal and predictable suction / care from a carer. High Has frequent, hard-to-predict apnoea (not related to seizures); or severe, life-threatening breathing difficulties, which require essential oral pharyngeal and/or nasopharyngeal suction, day or night; or a tracheostomy tube that requires frequent essential interventions (additional to routine care) by a fully trained carer, to maintain an airway; or Severe
Name of complainant Social Security Number Current address of complainant (Street/City/State/Zip Code) Permanent address, if different from current address Telephone (including area code) (Home/Cell/Other) E-Mail address Project name, location and contract/project number Prime contractor company name Employer (company) name Employer: name of owner/responsible party Employer address Employer: contact information (Telephone/Cell/Other) Check one: Current employee Former employee (specify) Period employed on the project From: To: Occupation/job title: Duties performed (be specific) used and/or equipment operated Wage Rate: $ per Hour Day Week Piece Other (specify): Hours usually worked on the project Sunday Monday Tuesday Wednesday Thursday Friday Saturday Usual start and stop times Start work time: End work time: Name of complainant Social Security Number
2. Jaundice. 3. Generalized edema. 4. Dark, scanty urine. The Client with a Femoral Fracture 94. A client with a fractured right femur has not had any immunizations since childhood. Which of the following biologic products should the nurse administer to provide the client with passive immunity for tetanus? 1. Tetanus toxoid. 2. Tetanus antigen. 3. Tetanus vaccine. 4. Tetanus antitoxin. 95. After teaching the client with a femoral fracture the purpose of treatment with skeletal traction, which of the following, if stated by the client, would indicate the need for additional teaching? 1. To align injured bones. 2. To provide long-term pull. 3. To apply 25 lb of traction. 4. To pull weight with a boot. 96. The is planning care for the client with a femoral fracture who is in balanced suspension traction. of the following would the nurse be least likely to include in the plan of care? 1. Use of a fracture bedpan. 2. Checks for redness over the ischial tuberosity. 3. Elevation of the head of bed no more than 25 degrees. 4. Personal hygiene with a complete bed bath. 97. A client is in balanced suspension traction using a half-ring Thomas splint with a Pearson attachment that suspends the lower extremity and applies direct skeletal traction for a hip fracture. Which of the following nursing assessments would not be appropriate? 1. Greater trochanter skin checks. 2. Pin site inspection. 3. Neurovascular checks proximal to the splint. 4. Foot movement evaluation. 98. The client in balanced suspension traction is transported to surgery for closed reduction and internal fi xation of his fractured femur. Which of the following should the nurse do when transporting the client to the operating room? 1. Transfer the client to a cart with manually suspended traction. 2. Call the surgeon to request an order to temporarily remove the traction. 3. Send the client on his bed with help to
Define Spiritual Leadership, specifically as it relates to being the leader of your home. What Scripture supports your definition? List at 3 specific ways you can begin to serve your wife. Chapter 14 - Hang in There Read I Corinthians 10:13. What are some important points that you draw out of that as it relates to trials and temptation in marriage? Have you ever felt like your struggle against temptation or trial made it too hard to keep fighting? What does Hebrews 12:3-4 have to say about that? Wrap-Up I hope that this book has brought to light various passages of the Word that will encourage, strengthen, change, and grow your marriage. I also hope that you have gained some wisdom that you could share with friends or Life Group members to encourage them in their marriages. What are some key points from the book that you’ll be likely to reiterate to others? Let me challenge you to commit to re-reading this book in another 6 months to a year. Your wife will thank you.
Title III, Part A Monitoring Topic 4: Program Design and Implementation. Title III, A, Section: 3115. 1 Provide evidence that the LEA provides the Lau required language development services for all LEP students, levels 1-4, at each grade cluster (ES, MS, HS) as outlined in their Title III application. Provide evidence that Title III services are supplemental to the Lau Requirements. Title III, A Acceptable Evidence: □ Title III Program Administrators interview; and □ Staff interviews; and □ Classroom observation 2 Provide evidence that the LEA increases English proficiency of limited English proficient children by providing high-quality language instruction educational programs that are based on scientifically based research and linked to the state WIDA Standards. Title III, A Acceptable Evidence: □ District’s plan for implementation of WIDA Standards; process, and approach for developing English language development (ELD) and content curriculum that integrates components of WIDA; and □ Appropriate district’s personnel that ensures WIDA plan is in full implementation; and □ WIDA training provided to all EL and general education teachers of English learners at the elementary, middle school, and high school level; and □ Teacher interviews; and □ ELD instruction’s observations □ General education classrooms’ observations
evidencing rehabilitation and present moral qualifications.” (See In the Matter of Miller (Review Dept. 1993) 2 Cal. State Bar Ct. Rptr. 423, 430.) After carefully reviewing and weighing all the evidence, the court finds that petitioner has shown by a preponderance of the evidence that he is rehabilitated and has the fitness to practice law. In particular, petitioner has demonstrated an understanding and insight into the nature and scope of his past misconduct. He has accepted responsibility for all prior acts of misconduct and has expressed remorse for his behavior. Additionally, petitioner has talked openly with others about the mistakes of the past. He has established a strong support system through his church, and his community activities. The fact that petitioner understands his professional responsibilities and has a proper attitude towards his prior misconduct is evidence of rehabilitation. (In the Matter of Brown (Review Dept. 1993) 2 Cal. State Bar Ct. Rptr. 309, 317.) Accordingly, the court finds, by a preponderance of the evidence, that petitioner is rehabilitated such that the misconduct in the underlying matter is unlikely to recur. Based on the foregoing, the court concludes that petitioner has shown: (1) strict compliance with his probation conditions; (2) exemplary conduct; and (3) that the conduct leading to the prior discipline is not likely to be repeated. B. Petitioner’s Present Learning and Ability in the Law Besides taking the MPRE and Ethics School, as discussed previously, petitioner has maintained current in the law by reading slip opinions regularly and through his volunteer work. Therefore, based upon evidence presented in this proceeding and upon the findings of fact set forth above, this court concludes, by a preponderance of the evidence, that petitioner has present learning and ability in the general law.
10-Year Assessments Components: Common Case 10-Year Cases Production Cost Model Capital Cost Calculator Round Trip Functionality Anchor Data Set Users: State and Provincial regulatory bodies (e.g., CEC, CPUC) Regional Planning Groups (e.g., CAISO, NTTG) Utilities (e.g., PacifiCorp) Federal governmental agencies (e.g., U.S. Bureau of Land Management) Renewable developers (e.g., First Solar) Applications: Common foundation of information for use across the Western Interconnection Use in production cost model (PCM) analyses by entities Analyses to support policy impact analyses (e.g., Clean Power Plan) Operating analyses to support long-term procurement planning and resource adequacy analyses Economic analyses of energy imbalance market expansion Operating flexibility analyses Guidance for federal regulatory initiatives (e.g., Rapid Response Team for Transmission) Using components (e.g., CCTA) to guide efforts to find sites with favorable transmission conditions for new solar generation projects FERC Order 1000 compliance analyses Understanding economic, operational, environmental, energy, and tax policy implications of planning decisions
Name: _____________________________ Review for Writing Expressions, and Combining Like Terms, and Distributive Property __________________________________________________________________________________________ Translate the Following Expression/Equation: 1) Five more than the product of 2 and a number ________________________________ 2) Eight less than a number _______________________________________________ 3) 3t _____________________________________ 4) 3 – x _____________________________________ 5) 6 + (2n) _________________________________________ Simplify by Combining Like Terms: 6) -6k + 7k – 5 7) n – 10 + 9n – 3 + 7m 8) 8f + -9 – 10f + 13 – 2x 9) Distributive Property: Use the distributive Property to simplify the following expressions. 10) -8(9 + x) 11) 7(x – 5) 12) -2(v + 3)
COLLATERAL SOURCE QUESTIONNAIRE Family/Parent Name: Child(ren)’s Name(s): Reported By: Collateral Source Name: Collateral Source Address: Please answer each question honestly and as fully as you feel is necessary. Both positive and negative information should be included. If additional space is needed, feel free to use the back of the questionnaire or additional sheets. 1. How long have you known this family and in what capacity? (friend, relative, neighbor or co-worker) 2. How much opportunity have you had to observe the parent or parents with their child(ren) and in what settings? How recently, and how often in the past year, have you had contact with this family? 3. How would you describe each parent in the following areas? Types of activities each parent participates in with the child(ren): What kinds of rules and guidelines each parent sets for the child(ren): How does each parent discipline the child(ren)? Give examples: Communication and emotion shared between parent and child(ren): 4. Do you believe these parents are capable of working together for the good of their child(ren)? Why or why not? 5. Do you feel either parent would interfere with or try to control the other parent’s relationship or time with the child(ren) in a destructive way? If so, please give examples or reasons for your opinions. 6. What changes, if any, have you noticed in the child(ren)’s behavior and/or emotions since the action started? Please give examples.
Course Registration in ELM ~ Campus Users A range of CUNYfirst training sessions are available for registration in ELM. Once an individual has enrolled in a course, they will have permanent access to relevant training materials through their learning transcript. As training materials are expanded or updated, enrolled learners will receive an automatic email notification. Course Registration 1. Navigate to CUNYfirst at: . 2. Log in with your Username and Password. 3. Select the Enterprise Learning Management link on the left-side menu. 4. Click the Self Service link on the left-side menu. 5. Here you will see two main categories of information: “Personal Information” a range of Bio- Demo data from your HR record. “Learning” holds information related to all CUNYfirst learning. Click Learning (left-side menu or center pane). 6. Once you register and complete courses, you will be able to select “My Learning” for all of you training materials. At this time, you are registering. Click Browse Catalog (left menu or center pane). 7. Click the CUNYfirst Training Program link. 8. Click Next on the top right hand side 9. Select Financial Applications
Name of the trustee / custodian Name of guarantor (if applicable) (ix) Subject offering document(s) or advertisement(s): (b) Investment-linked assurance scheme Name of issuer: Type of Applications *□ New ILAS application → go to paragraph (i) □ Application of new investment option(s) available under one or more existing ILAS authorized by the Commission → go to paragraph (ii) (i) New ILAS Application Name of new ILAS: Name of investment option(s) Already available existing authorized ILAS?* (1) □ Yes □ No (2) □ Yes □ No (3) □ Yes □ No Note: Please use separate sheet(s) if necessary. (ii) Application of new investment option(s) available under one or more existing authorized ILAS
Tier II/Academic Vocabulary These words require less time to learn (They are concrete or describe an object/event/ process/characteristic that is familiar to students) These words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future texts) Meaning can be learned from context cowering mercilessly nature ream enveloped rifling Meaning needs to be provided homely earnest furtive* sidle* scalding recompose oppress* doctrines* *definition in text
This form (updated 2018) is required from anyone using the shared laboratory spaces (QM-74 at the Civic; Biochemistry Lab at the Riverside) or the Clinical Research Laboratory at the General Campus (CCW 3132). It must be completed in addition to EORLA / Pathology & Laboratory Medicine requirements. The purpose of the form is to assist the OHSN-REB and in clarifying your research sample procurement, processing, storage needs requirements if you will be collecting patient specimens (blood, serum, plasma, buffy coat cells) as part of your research protocol. It also will provide OHRI Administration with contact information in case of emergency / alarms. Please answer all questions and send the form to . The initial approval will be e-mailed to you and this copy may be uploaded to your OHSN-REB application. The original signed copy will be returned to you via internal mail. Investigator Name Coordinator Name Electronic approval should be sent to (e-mail address) Original approval should be sent to (internal mailing address) Protocol Title OHSN-REB Protocol ID# or Application Form ID#
Will you require freezer space for storage of samples? LABEL REQUIREMENTS FOR FREEZER STORAGE: OHSN-REB # Study Title PI Name Coordinator Name Contact Info Yes No If Yes: Samples to be stored in: Civic: EORLA Research Lab: QM-74 General: CCW 3132 : EORLA Lab-Biochemistry Other: _________________________ Sample Storage Temperature -20oC -80oC Sample Storage Detail: Number of Samples to be Stored: Sample Vial Size in mL: Storage Period (indicate end date): Special Requirements: Additional Details: Freezer Assigned Space (to be completed by Administration) Freezer Location Shelf Number(s) _______________________ campus, room number _______________________ freezer name/number _______________________ Administration Approval _______________________ signature _______________________ date
These words require less time to learn (They are concrete or describe an process/characteristic that is familiar to students) words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future texts) Meaning can be learned from context 687- profound 687-perished 687 –humility/688-humiliation 688-accomplices 687-bestow 688-destiny 687-multitudes 688-eternities 687-presumptuous 688-endure 687-mutilated 688-bewilderment 688-anguish 688-deportation (see footnote) 688-sacrifice 687 -transcends 688-naïve 688-Oppressor 688-Tormentor/tormented Meaning needs to be provided 688-ghetto 688-neutrality 688-Middle Ages 688-cattle car 688-fiery altar Culminating Writing Task
The excerpt of Wiesel’s speech presented in the textbook has added changed the punctuation, wording, and capitalization in two sentences from the original speech that is published on Wiesel’s foundation website (): Textbook Excerpt Speech published on Website Page 687, first paragraph: “I know: your choice transcends me” Fourth paragraph: “I know your choice transcends my person” Page 688, fourth paragraph: “A young Jewish boy discovered the Sixth paragraph: “A young Jewish boy discovered the Kingdom
In paragraphs five and six on page 688, the boy first addresses his father, then Wiesel. How do the questions link together to support the relevance of memory and responsibility? What is the tone in the sentence, “A young Jewish boy discovered the kingdom of night” (688)? Identify the shifts of tone in the subsequent sentences (“I remember his bewilderment…The fiery altar upon which the history of our people and the future of mankind were meant to be sacrificed” [688]) in the paragraph. How do the sentence structures (syntax) in the paragraph contribute to these shifts? In the concentration camps, the Nazis used large crematoriums—furnaces used to burn the dead—to continually burn the large amounts of prisoners (most of them Jewish) that they were killing. The fourth paragraph on page 688 ends with the sentence, “The fiery altar upon which the history of our people and the future of mankind were meant to be sacrificed.” How does this sentence connect to the questions: “Can this be true?”, “Who would allow such crimes to be committed?” and “How could the world remain silent?” In the first paragraph he uses the word “humility” (687), and in the last paragraph, he uses the word “humiliation” (688). What does each word mean in the context of each paragraph? How does Wiesel’s “humility” link to the “humiliation” he discusses in the last
“I remembered: It happened yesterday or eternities ago.” “The ghetto. The deportation. The sealed cattle car.” “The altar upon which the history of our people and the future of mankind were meant to be sacrificed.” Holocaust. He introduces the boy in the quote, “A young Jewish boy…” The boy is never named but it can be inferred that it is Wiesel by the statement, “I remembered: It happened yesterday or eternities ago.” The word “kingdom” has positive connotations, conjuring images of kings and knights, but as the nightmare progresses the “kingdom” becomes a kingdom of the “night”—a kingdom of darkness, fear, and death. The short phrases—“The ghetto. The deportation. The sealed cattle.”—due to their structure, accentuate the rapid decline into the darkness and the fear. The “fiery altar” represents the crematoriums the Nazis used to burn the bodies. The use of the word altar refers back to the ancient Jewish traditions of animal sacrifices. The crematoriums represent these altars and the Jewish culture, history, and people were being burned away along with the “future of mankind.” “What have you done with my future? What have you done with your life?” The boy questioning his father about why these horrific things were occurring, immediately turns to Wiesel and asks him these questions. By abruptly turning from the past—the father—to the present—Wiesel—the audience is jolted back to the present and is confronted with Wiesel about how they have lived their lives to address to the wrongs of the past. “And now the boy is turning to me…And I tell him that I have tried…And then I explained to him how naïve we were…” In the three paragraphs where Wiesel answers the boy, parallel sentence structure is used to interconnect and support Wiesel’s message. Each paragraph begins with “and:” “And now the boy is
Textbook Excerpt Speech published on Website Page 687, first paragraph: “I know: your choice transcends me” Fourth paragraph: “I know your choice transcends my person” Page 688, fourth paragraph: “A young Jewish boy discovered the kingdom Sixth paragraph: “A young Jewish boy discovered the Kingdom of the Night.”
Greek traditions of mosaic work were inherited by the Hellenic communities of southern Italy and Sicily, and also entered Italy through the Adriatic ports. Although few mosaicists’ names are preserved in ‘signed’ floors, it is significant that Greek artist names predominate, suggesting that the craft remained largely in their hands. The monochrome or black and white tradition dominated Italian floor mosaics for the first three centuries AD. These opus tessellatum floors consisted of a white background relieved by simple patterns in black. They were strictly two-dimensional with basic geometric patterns – the human form does not appear until c.150AD. However, concurrently with this black-and tradition, there were also polychrome (multicoloured) floors in opus tessellatum, but these did not become firmly established in Italy until after 300AD. The subject-matter of Roman mosaics was dominated by the same themes as their wall-paintings – Greek mythology; religious rituals; landscapes; hunting-scenes; scenes from the circus, theatre, amphitheatre; portraits; still-life.
2./3. Baseline performance measurement; numeric goal for improvement (From QI 01, QI 02 or QI 04) Baseline Start Date: Baseline End Date: Baseline Performance Measurement (% or #): Numeric Goal (% or #): 4. Actions to improve and work toward goal; dates of initiation (QI 08, QI 09, or QI 11) (Only 1 action required) Action: Date Action Initiated: Additional Actions: 5. Remeasure performance (QI 12) Date: End Date: Performance Re-Measurement (% or #): 6. Assess actions; describe improvement. (QI 12) Measure 2: 1. Measure selected for improvement; reason for selection Reason: 2./3. Baseline performance measurement; numeric goal for improvement (From QI 01, QI 02 or QI 04) Baseline Start Date: Baseline End Date: Baseline Performance Measurement (% or #): Numeric Goal (% or #): 4. Actions taken to improve and work toward goal; dates of initiation (QI 08, QI 09 or QI 11) (Only 1 action required) Action: Date Action Initiated: Additional Actions: 5. Remeasure performance (QI 12) Start Date: End Date:
Measure 4: 1. Measure selected for improvement; reason for selection Reason: 2./3. Baseline performance measurement; numeric goal for improvement (From QI 01, QI 02 or QI 04) Baseline Date: Baseline End Date: Baseline Performance Measurement (% or #): Numeric Goal (% or #): 4. Actions taken to improve and work toward goal; dates of initiation (QI 08, QI 09 or QI 11) (Only 1 action required) Action: Date Action Initiated: Additional Actions: 5. Remeasure performance (QI 12) Date: End Date: Performance Remeasurement (% or #): 6. Assess actions; describe improvement. (QI 12) Measure 5: 1. Measure selected for improvement; reason for selection Reason: 2./3. Baseline performance measurement; numeric goal for improvement (From QI 01, QI 02 or QI 04) Baseline Date: Baseline End Date: Baseline Performance Measurement (% or #): Numeric Goal (% or #): 4. Actions taken to improve and work toward goal; dates Action:
of initiation (QI 08, QI 09 or QI 11) (Only 1 action required) Date Action Initiated: Additional Actions: 5. Remeasure performance (QI 12) Start Date: End Date: Performance Remeasurement (% or #): 6. Assess actions; describe improvement. (QI 12) Use ONE Measure Identified for Disparity in Care or Service Vulnerable population: Disparity: 1. Measure selected for improvement; reason for selection Describe a comparison of a vulnerable population against the general population in which the vulnerable population received care/service at a lower performance: 2./3. Baseline performance measurement, numeric goal for improvement. (QI 05) Baseline Date: Baseline End Date: Baseline Performance Measurement for Vulnerable Population (% or #): Baseline Performance Measurement for General Population (% or #): Numeric Goal (% or #): 4. Actions taken to improve and work toward goal; dates of initiation (QI 13) (Only 1 action required) Action: Date Action Initiated: Additional Actions: 5. Remeasure performance. (QI 14) Start Date: End Date: Performance Re-Measurement (% or #): 6. Assess actions and describe improvement. (QI 14)
Quality Standard Outcome Measure Numerator Denominator Data Source Goal/ Benchmark All clients identified through Outreach Services who are out of medical care or newly diagnosed will be referred to a Medical Case Manager to initiate or re-initiate medical care. Engagement in medical and psychosocial services; Those escorted or having proof of attendance at a medical appointment and/or receiving medication; Those contacted in outreach session; Medical appointment; Outreach log; 60% of those contacted will make an appointment with a medical and/or psychosocial provider; Outreach staff will make strong effort to follow up with all clients referred to a medical care manager. Follow up should happen within 2 weeks of initial referral. Those out of care or newly diagnosed are linked to care; All receiving follow- up by call, visit, transported, or escorted to care; All those link into care; Client logs or file; ECompas 60% of those linked to care will have follow up by outreach worker; Client satisfaction surveys are conducted on a regular basis, at least annually, and the results of customer surveys are incorporated into the provider’s plans and objectives. Those receiving outreach are satisfied with outreach services; Client expressed satisfaction with services Completed surveys; Client satisfaction surveys; Survey results; and client recommendations. 75% of those engaged into care through outreach report satisfaction with the service.
Competency Evidence required Date Completed CL 02 cont Restoration of teeth Summary NHS BSA data (anonymised) demonstrating the provision of simple and complex restorative treatments (Bands 2 and 3) on a range of patient groups Replacement of teeth Summary NHS BSA data (anonymised) demonstrating the provision of a of fixed and removable prostheses, including bridges, removable and complete dentures CL 03 Previous Experience of Working in NHS Primary Care Dentistry (where applicable) CV and signed reflective commentary on learning achieved through previous experience Evidence of experience of providing a broad range of treatments on NHS patients Domain – Communication Competency Evidence required Date Completed CO 01 Able to communicate with patients appropriately Results of NHS patient satisfaction survey – see also Competency P04 Evidence from DOPS undertaken at the commencement of the training period Evidence of CbDs and DEPs undertaken on NHS patients during training period Signed reflective commentary demonstrating understanding of the importance of effective patient communication CO 02 Understanding of the importance of Team Work in Dentistry Evidence of involvement in staff training and practice meetings Signed reflective commentary demonstrating understanding of the importance and application of team working
Fillings etc Low Medium High Crowns and veneers Low Medium High Bridges (including adhesive bridges Low Medium High Periodontology (including root planing) Low Medium High Full dentures (including relines, immediate and copy dentures) Low Medium High Partial dentures (including metal dentures and additions) Low Medium High Children’s dentistry Low Medium High
Clinical Topics TOPIC IMPORTANCE of LEARNING NEED ACTUAL LEARNING NEED ACTION REQUIRED DATE for COMPLETION Orthodontics (including IOTN) Low Medium High Endodontics (including rotary techniques) Low Medium High Oral surgery (including extractions) Low Medium High Conscious sedation (including Relative Analgesia) Low Medium High Radiology (including IRMER training) Low Medium High Local anaesthetics Low Medium High Other (specify): Low Medium High
Management Topics TOPIC IMPORTANCE of LEARNING NEED ACTUAL LEARNING NEED ACTION REQUIRED DATE for COMPLETION NHS and regulations Low Medium High Complaint handling Low Medium High Health & Safety (including COSHH) Low Medium High Risk assessment and management Low Medium High Infection Control Low Medium High Clinical Governance (including Standards for Better Health) Low Medium High Employment Law Low Medium High
Final Self-Assessment Statement – VED Self Management: Professional Values: Interpersonal Skills: Clinical Administration and Management Signed: ………………………….. Date: ……………… Assessment Statement – Validation Supervisor Self Management: Professional Values: Interpersonal Skills: Clinical Administration and Management Signed: ………………………….. Date: ………………
Training Statement Self Management: Professional Values: Interpersonal Skills: Clinical: Administration and Management: Signed: ………………………….. (VED) Date: ……………… Signed: ………………………….. (VS) Date: ………………
LIST OF ABBREVIATIONS AIDS - Acquired Immune Deficiency Syndrome BCG – Boston Consulting Group BHSP - Basic Health Services Package CHS – Commune Health Station DH – District Hospital EU – European EU-HF - European Union Health Facility EU-HSPSP - European Union Health Sector Policy Support Programme FFS - Fee For Service GDP - Gross Domestic Product GGHE - General Government Expenditure on Health
Tier II/Academic Vocabulary words require less time to learn (They are concrete or describe an object/event/ process/characteristic that is familiar to students) These words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future texts) Meaning can be learned from context Page 308 – titanic Page 308 – charred Page 308 – pelted Page 308 – silhouette Page 308 – quivered Page 309 – decay Page 308 – preoccupation Page 311 – bough Page 313 – sheathing Page 313 – oblivious Page 312 – brittle Page 313 – frantically Page 308 – paranoia Page 310 – perished Page 313 – bounded Page 313 – psychopathic
Meaning needs to be provided Page 311 – linoleum Page 313 – horrid Page 311 – solvent Page 312 – capillaries Page 312 – shrapnel Page 313 – sublime Page 310 – cavorting Page 310 – tremulous Page 310 – whims Culminating Writing Task Prompt Compare and contrast the authors’ themes in Sara Teasdale’s poem and Ray Bradbury’s short story There Will Come Soft Rains. After comparing and contrasting explain why the author included the poem within his short story. Compose an argument and support your claims with valid reasoning and relevant and sufficient evidence from the text, including direct quotes and page numbers. Use specific details from both works to support your answer. Teacher Instructions Students identify their writing task from the prompt provided. They should spend time deconstructing the prompt so they know exactly what they need to write about and what evidence they should gather. Students complete an evidence chart as a pre-writing activity. Teachers should remind students to use any relevant notes they compiled while reading and answering the text-dependent questions.
9 - Guests and 47,026,000 10 - Allowance, to Athletes, Org Com, supporting personnel 439,933,500 11 - Other 105,501,499 C Expenses previously allocated for Sports Meet - Technical Meeting for Sports Meet (8 countries) in HCMC in 2015 263,049,546 D Surplus / (Deficiency) 734,459,433 VPA Annex 2 BUDGET FOR 2016-2017 (01/08/2016 - 31/07/2017) Unit: VNĐ STT KHOẢN MỤC THU / CHI SỐ DƯ / DỰ THU DỰ CHI A BALANCE AS OF 31/07/2016 2,275,528,209 B CONTRIBUTION (01/08/2016 to 31/07/2017) 3,700,000,000 1 Membership fees 2016 2 Membership fees 2017 1,100,000,000 3 Sponsorship HNTN VPA, 2016 1,200,000,000 4 Sponsorship HNTN VPA, 2017 1.000.000.000 5 Other (bank interest, other services...) 400,000,000 C EXPENSES (01/08/2016 to 31/07/2017) 5,495,000,000 1 Annual Meeting 2016 (9/2016) 1,500,000,000 2 43rd APA Main Meeting 2017 800,000,000 3 Annual Meeting 2017 1.500.000.000 4 APA membership fees 2017 (5.000 USD) 115,000,000 5 Remunerations of Standing Members and Heads 400,000,000 6 VPA Office employees (salary+bonus) 300,000,000 7 Office rental 210,000,000 8 Leased line, webpage operation 90,000,000 9 ExCo activities, including travel 100,000,000 10 Supplies, software 50,000,000 11 Media dev support (website, magazine) 50,000,000 12 Studies 50,000,000 13 Business promotion for ports 50,000,000 14 Administration, communications 80,000,000 15 Charity donation on Annual Meeting 2016 100,000,000 16 Other & contingency 100,000,000 D END BALANCE (31/07/2017) 480,528,209 STINIS CHARITY FUND NO ITEM COLLECTION PAYMENT 1 Initial Contribution 1,200,000,000
‘Sad Padartha Vijnaana’ - The principles of the science of Ayurveda Sad - six Padartha – pada, word, feet, step _ artha, usefulness, utility, matter, desire, wealth, motive Vijnaana – Vi, set in motion, Jnaana – applied knowledge Padartha Vijnaana is Ayurveda (‘Knowledge of life’) Utilizing all that exists with knowledge and wisdom, ‘Knowledge of life’ Six divisions of Padartha Vijnaana? (1) Dravya – Substance (concomitant cause)..………………………….(2) Guna (rope) – Quality - Shakti (3) Karma - Action (4) Samanya – Sameness, commonality (5) Visesa – Difference, specific quality (6) Samavaaya – Inseparable relationship Dravya (substance) is the pivotal point, the abode of guna (quality), karma (action), samanya (sameness), visesa (difference) and samavaaya (inseparability). Dravya is the shelter of the five great elements namely earth, water, fire, air and space as well as direction (diks), soul (atma), time (kala) and mind (manas). The world is a world of substance perceived in space and time, by the mind in essential connection to life, the vital spirit soul. Understanding Dravya Word Etiology Dru-gatim-dhatu (root verb according to Nirukti) Dru – running, motion, tree, branch, wood Gatim – go Dhatu – root verb = Dravya: that which reaches a separation (vibhaga) and combination (samyoga) and is thus transformed (paka) to produce an action (karma). Dravya is basically all substance, including food and drink.
Ap28 DEALINGS (Note 3) Purchases and sales Purchase/sale Number of relevant securities Price per unit (Note 4) Derivatives transactions (other than options transactions) Product name, e.g. CFD Nature of transaction (Note 5) Number of relevant securities (Note 6) Price per unit (Note 4) Options transactions in respect of existing relevant securities Writing, selling, purchasing or varying Product name, e.g. call option Writing, selling, purchasing, varying etc. Number of securities to the option relates (Note 7) Exercise price Type, e.g. American, European etc. Expiry date Option money paid/received per unit (Note 4) Exercising Product name, e.g. call option Number of securities Exercise price per unit (Note 4) Other dealings (including transactions in respect of new securities) (Note 3) Nature of transaction (Note 7) Details Price per unit (if applicable) (Note 4)
Status of Assessment of Learning Outcomes Humanities & Social Sciences Elements of Plan  Programs ↓ Mission Learning Goals/ Outcomes Outcomes Mapped to curriculum Assessment Cycle Assessment Tools Process for discussing and acting on Results Use of Results Evidence Collected 2014‐15 Evidence Collected 2015‐16 African and African Diaspora Studies √ √ √ √ √ No NA American Studies √ √ √ √ √ √ √ √ Clinical Mental Health Counseling √ √ √ √ √ √ √ √ √ Economics √ √ √ English BA √ √ √ √ √ √ English MA √ √ √ √ Geography √ NA NA History BA √ √ √ √ √ √ √ √ History MA √ √ √ √ √ √ International Studies √ √ √ √ √ √ √ √ √ Master of Arts in Liberal Studies √ √ √ √ √ √ √ No √ Media Culture Cinema Studies BA √ √ √ √ √ √ √ No √ Cinema Studies MA √ √ √ √ √ √ √ No √ Communications BS √ √ √ √ √ √ √ √ √ Performing and Creative Arts PCA ‐ Art √ √ √ √ √ PCA ‐ Dramatic Art √ √ √ √ √ √ √ √ √ PCA ‐ √ √ √ √ √ Philosophy √ √ √ √ √ √ √ √
STUDENT LEARNING OBJECTIVE (SLO) PROCESS TEMPLATE SLO is a process to document a measure of educator effectiveness based on student achievement of content standards. SLOs are a part of Pennsylvania’s multiple-measure, comprehensive system of Educator Effectiveness authorized by Act 82 (HB 1901). Classroom Context 1a. Name Mason 1b. School Harris Elementary 1c. District Harris SD 1d. Class/ Course Title Beginning Instrumental Music 1e. Grade Level 4, 5 1f. Total # of Students 50 1g. Typical Class Size 8 1h. Class Frequency Once every six days, all year 1i. Typical Class Duration 40 minutes SLO Goal 2a. Goal Statement Students will demonstrate progress and improvement toward developing essential independent instrumental performance skills, with the goal of performing alone and with others in a variety of musical settings. 2b. PA Standards Music 9.1.5. A, 9.1.5.C 2c. Rationale The ability of a student to perform successfully on a musical instrument is dependent upon the development of specific essential skills. Performance Indicators (PI) 3a. PI Targets: All Student Group Elementary Instrumental Individual Performance Assessment (IPA) Students will demonstrate a rating of “consistently uses” or growth in at 50% of assessed components. Growth will be interpreted as a movement from “Rarely” to “Usually / Consistently” or “Usually” to “Consistently” on the Elementary Instrumental IPA Student Evaluation Rubric. 3b. PI Targets: Focused Student Group N/A 3c. PI Linked (optional) N/A 3d. PI Weighting (optional) Performance Measures (PM) 4a. Name Elementary Instrumental Music IPA 4b. Type X District-designed Measures and Examinations ____Nationally Recognized Standardized Tests ____Industry Certification Examinations ____Student Projects ____Student Portfolios ____ Other:______________________________
IN THE OF COMMON PLEAS COUNTY, OHIO Order of Protection Case No. Per R.C. 3113.31(F)(3), this Order is indexed at Judge State OHIO LAW ENFORCEMENT AGENCY WHERE INDEXED ( ) - DOMESTIC VIOLENCE CIVIL PROTECTION ORDER NUMBER (CPO) FULL HEARING (R.C. 3113.31) WITH SUPPORT ORDER PETITIONER: PERSON(S) PROTECTED BY THIS ORDER: DOB: Petitioner’s Family or Household Members : ( Additional forms attached) DOB: First Middle Last DOB: DOB: v. DOB: RESPONDENT: RESPONDENT IDENTIFIERS SEX RACE HT WT EYES HAIR DATE OF First Middle Last / / DRIVER’S LIC. NO. EXP. DATE STATE Relationship to Petitioner: Address where Respondent can be found: Distinguishing features: WARNING TO LAW ENFORCEMENT: RESPONDENT HAS FIREARMS ACCESS – PROCEED WITH CAUTION (Violence Against Women Act, 18 U.S.C. 2265, Federal Full Faith & Credit Declaration : Registration of this Order is not required for enforcement.) THE COURT HEREBY FINDS: That it has jurisdiction over the parties and subject matter, and the Respondent was provided with reasonable notice and opportunity to be heard within the time required by Ohio law. Additional findings of this Order are set forth below. THE COURT HEREBY ORDERS: That the above named Respondent be restrained from committing acts of abuse or threats of abuse against the Petitioner and other protected persons named in this Order. Additional terms of this Order are set forth below. The terms of this Order shall be effective until / / (DATE CERTAIN – 5 MAXIMUM) WARNING TO RESPONDENT: See the warning page attached to the front of this Order.
Non-credit courses - Discussion Tabled to next meeting. DCAP Future Agenda Items It was agreed that at the December 4th meeting the agenda will list only two items on accreditation for discussion. Approval of August 28, 2015 Meeting Minutes The August 28 minutes will be approved along with the October 2 minutes at the October 30th meeting. Future Meetings October 30, 2015 at 8:30 a.m. prior to Consultation at the DAC. December 4, 2015 – DAC (attendees will advise if there are conflicts in their schedules.)
Modifications in Physical Education for Students with Disabilities Modifications can be made in many areas. Equipment modifications, changes n the physical environment, modification of the rules and changes in the movement requirements can all be utilized to provide a more active and successful experience in physical education. Modifications should address the following questions: Will the modifications increase the student’s level of participation? Will the modifications create a safe environment for both the students and the remainder of the class? Will the modification change the essence or nature of the game? Will the modifications help the student with disabilities blend in more or stand out even more than before? Will the modifications create a successful experience for all students? Modifications can be made for certain deficiencies, for specific motor and fitness skills. The following are examples of each of these areas: For a student with limited strength: For a student with limited speed: Shorten distance to move or propel object Use lighter equipment Use shorter and lighter striking implements Allow students to sit or lie down while playing Allow students to monitor their own fatigue Use deflated balls or suspended balls Change movement requirements Shorten distance or change distances for different students Change locomotor pattern Equalize competition among teams Make safe areas in tag games For a student with limited endurance: For a student with limited balance: Shorten distance and playing area more rest periods Change movement requirements to reduce activity time Allow student to sit while playing Decrease activity time for students Provide bar or buddy for support Teach balance techniques (widen base, use arms) Increase width of surfaces to be walked Use carpeted rather than slick surfaces Teach student how to fall Place student near wall for support Lower center of gravity For a student with limited coordination and accuracy: Use stationary objects for kicking/striking Decrease distance for throwing, kicking, and striking Make targets and goals larger Use scarves, balloons, bubbles to enhance visual tracking skills Increase surface of striking implements Use larger balls for kicking and striking Use softer, slower balls for striking and catching Use lighter, less stable pins in bowling-type games.
State Oil Company of Azerbaijan Republic (SOCAR) Oil Refinery after Heydar Aliyev announces an open procurement bidding (17010-18) for the purchasing of Methyldiethanolamine (MDEA) in order to meet its demand Documents to be submitted for participation in the competition: letter for participation in the competition; document on payment of the participation fee; proposal. Application for participation in the competition (signed and sealed) and the bank document on payment for participation fee should be submitted in Azerbaijani, Russian or English languages no later than 14 may 2018 16:30 by Baku time, to the address of the Purchasing organization specified in the notice. The copies of the required documents (except the bidding proposal) may be sent to the e-mail address of the contact person specified in the notice. In this case, the originals of the documents shall be submitted to the Purchasing Organization until the last day of submission of the bids. The deadline for submission of the bids: original and 2 (two) copies of the bid shall submitted to the Purchasing Organization before 24 May 2018 12:00 by Baku time. bids shall be rejected. Participation fee and acquisition ofthe collection of basic conditions: wishing to acquire the collection of basic conditions for Azerbaijani language can obtain it from the contact person in electronic or print form after paying 236 Azerbaijani manat (VAT included) or an equivalent amount in any other freely convertible currency to the below-mentioned account, till the date specified in the paragraph I of the notice, on any business day of the week from 09:30 to 17:30. number: International Bank of Azerbaijan OJSC, AZ38IBAZ38010019449306332120, TIN: 9900003871, Customer Services Department, Code: 805250, Correspondent account: AZ03NABZ01350100000000002944, TIN: 9900001881, SWIFT BIK: İBAZAZ2Х participation fee is not refundable Bank guarantee:  Tender guarantee/bid bond to be submitted by the Bidder not be less than 1 (one) % of the
Respondent Respondent’s Parent 1: Respondent’s Parent 2: Respondent’s Guardian or Legal Custodian: Police Department Where Petitioner Resides: Police Department Where Petitioner Works: Sheriff’s Office: School: Police Department School is Located: CSEA: Other:
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Investigation Process Timeline Action Key Tasks Reference docs / templates Week 1 Division assembles investigation team Identify investigation lead with overall responsibility (senior clinician or manager) Appoint case coordinator if appropriate to manage the process / administration Schedule and conduct initial meeting as soon as possible Clarify expectations / responsibilities and timeline (8 -10 weeks to final report) Lead/ Team responsibilities Gantt Chart Week 1 Initial Meeting Case coordinator provides brief synopsis of the case Brief flow chart constructed (what happened) Identify what you do and don’t know: What additional documentation is required Who to be interviewed Other information required (expert opinion, literature etc) Brief flowchart template Week 1-2 Communicate with patient / family Notify family that the incident is being investigated Discuss with senior clinicians when it would be appropriate to make initial contact with the family Establish primary contact person for family. Identify additional support that may be needed for the family Guide to communicating with patients & families Communication Log Letter template for patients Open Disclosure Policy Week 2-4 Information Gathering Documentation Incident report Medical record / test results Relevant P&P Photos Equipment Staff rosters Evidence of hospital / ward status at the time Relevant literature Documentation tracking Week 2-4 Information gathering People Identify key personnel from whom you need critical information who will conduct interview Arrange meeting times with staff members concerned and send letter / email to confirm Ensure staff fully understand the principles of the review process EAP Information for Staff Letter template to notify Interview tracking document Interview Guide Interview Template