zilongwang/ReadingBank huggingface dataset:
Finding My Community, Diversity and Inclusion, Cornell University (Last accessed Feb 29, 2016). Climate Working Group Laura Abing, University Advancement Jodi Blahnik, Counseling Center Zach Bowman, Student Ed de St. Aubin, Psychology Department, College of Arts and Sciences Kerry Egdorf, Ombudsperson Amanda Gottheardt, Office of Marketing and Communication Jennifer Maney, Greater Milwaukee Catholic Education Consortium Cheryl Maranto (co-chair), Management Department, College of Business Eva Martinez Powless, Center for Intercultural Engagement, Division of Student Affairs Lynn Mellantine, Resources Terence Miller, Office of International Education Lori Montezon, Office of the Provost Heidi Potrykus, Office of Disability Services Alexandra Riley, Office of Institutional Research and Analysis William Welburn (co-chair), Office of Institutional Diversity and Inclusion Jean Zanoni, Raynor Memorial Libraries Appendix 1: Concerns Expressed During Forums Public Forum #1 November 10, 2015 1: 5 Staff, 1 Faculty Concerns:
Experiment 3: Thermal Expansion What is thermal expansion and how why does it lead to sea level rise? Procedure: Make an “ocean” by filling a beaker with water and adding a pinch of salt and food coloring. In the “ocean,” place a few ice cubes in the blue water to represent icebergs/polar ice caps. Mark the water level (“sea level”) with tape. Do you that the “sea level” will decrease or increase when it is heated? Heat the water in the microwave for 2 mins and take another “sea level” measurement. (NOTE: exercise great caution when handling the beaker after heating!) After Lab Questions: From Experiment 1, after adding the Bromothymol blue to create your “ocean,” did the color turn blue or yellow? A) From Experiment 1, after adding the dry ice (cooled and compressed CO2) to the “ocean,” did the color change? B) If yes, what does this indicate?
Under Inslee’s proposal, more than three-quarters of the revenue will be directly invested in emission- reducing programs that help put more electric vehicles on the road, build more solar panels, update irrigation and water management systems, modernize our electrical systems and help more Washingtonians pay for energy-saving insulation in their homes. The revenue also will fund programs to reduce the risk of catastrophic droughts and severe floods, and lessen the impacts of climate change on vulnerable communities. Emissions generated by transportation fuels and power plants would initially be taxed at $20 a ton, starting July 1, 2019. The tax rate would then increase annually by 3.5 percent, plus inflation. In Washington, the largest sources of carbon emissions include the transportation sector, oil refineries, natural gas distribution and plants. The tax generate an estimated $1.5 billion in new revenue over the first two years and an estimated $3.3 billion over the next four years. The policy will also provide incentives that will by the third year generate more than $500 million a year in clean energy investments by utilities. As the moves away from fossil fuel use, nations and states are increasingly competing for clean energy jobs. Washington is home to some of the world’s most innovative clean tech researchers and manufacturers. In fact, the West Coast’s clean- energy industry has grown twice as fast as the rest of our economy since 2012. A carbon tax would spur unprecedented public and private investment in clean energy measures that will generate long- term economic growth and jobs. Highlights of Gov. Inslee’s proposal Energy transformation: Fifty percent of the revenue would support reduction of greenhouse gas emissions through measures that support the transition to a clean energy economy. These include clean energy and transportation programs that expand opportunities for residential and utility- scale renewable energy; incentives for clean transportation options; and investments in research and commercialization of clean energy technologies. This could include, for example, grants for purchasing electric and charging infrastructure, or investments that expand the production of renewable transportation fuels.
Variable Name Dataset Timestep Description Native Unit Converted Unit Distribution tas mo Near-Surface Air Temp K K Normal tasmax mo Maximum Near-Surface Air Temp K K Normal tasmin mo Minimum Near-Surface Air Temp K K Normal pr mo Precipitation kg/m2/s m/da Gamma evspsbl mo Evaporation kg/m2/s m/da Normal rhs mo Near-Surface Relative Humidity % % (monthly mean) Normal mrros mo Surface Runoff kg/m2/s m3/da Gamma mo Moisture in Upper Soil Column kg/m2 in upper 0.1 m m3/m3 Normal sfcWindmax mo Maximum Near-Surface Wind m/s m/da Weibull sic mo Sea Ice Area Fraction % m2/m2 Beta sit mo Sea Ice Thickness m M ageice mo Age of Sea Ice yr da Gamma ridgice mo Sea Ice Ridging Rate 1/s (m2/da)/m2 Gumbel Table 3: CMIP5 Variables Having Uncertainty-Distribution Estimates
Height, Overlay, and Projection. HEIGHT is described in terms of Atmospheric Pressure (hPa). The greater the hPa, the lower the altitude. For example, 1000 hPa corresponds with an altitude of approximately 111 meters above Earth’s surface, and 10 hPa corresponds with an altitude of approximately 31,055 meters above the surface. You can see a table at Lab 3B [2 minutes] • Briefly describe Lab 3C [3 minutes] • Briefly describe Lunch Break [45 Minutes] Lab 4 Intro and 4A [10 Minutes] • SHOW and describe climate zones and biomes, with a particular focus on the Whittaker diagram. Explain that there is more than one way that scientists describe the number of climate zones and biomes. Deciding which one to use is less important than understanding that climate is a major factor in determining the type of biome, or plant and animal life in an area. Lab 4B [40 Minutes] • Have participants work in pairs (but each on their own computer) as they walk through importing the kmz file into Google Earth on their own, providing technical support as necessary. They should continue following the instructions in 4B, completing the section on their own or with a partner. • Discuss the results. Lab 5 Intro and 5A [10 Minutes] • Show the NOAA video. • Show the video, “A Home Run on Steroids, Baseball, & Climate Change” • Discuss the relationship between the two videos. A warmer planet, in a parallel to steroid-using players, can sometimes act “normal” (strike out, or hit a single) but can also fuel more extreme weather events. • Mention that there are many more resources in this section than time allows us to work through here in the workshop. Lab 5B • Have participants explore the interactive, “How do we know the world is warming?”
Explain how the warming of the planet cannot be explained by changes in solar irradiance. Effects Explain each of the following statements: “Change will continue through this century and beyond” “Temperatures will continue to rise” “Frost-free season (and growing season) will lengthen” “Changes in precipitation patterns” “More droughts and heat waves” “Hurricanes will become stronger and more intense” “Sea level will rise 1-4 feet by 2100” “Arctic likely to become ice-free”
Climate Change Frequently Asked Questions Information Source: EPA Climate Change FAQ 1. How serious is a warming of a few degrees? The Intergovernmental Panel on Climate Change (IPCC) estimates it has warmed 1.2 to 1.4°F (0.7 to 0.8ºC) over the past century and projects a further 3 to 7°F (2 to 4ºC) over the 21st century. The increases may appear minor compared to short-term weather changes from night to day and winter to summer. In global climate terms, however, warming at this rate would be much larger and faster than any of the climate changes over at least the past 10,000 years. Source: . 2. Will a warming climate have more positive or negative effects? A warming climate will have both positive and negative impacts. Local impacts are the most difficult to predict, making it a challenge to know exactly who or what will be harmed or benefit. Generally, the risk of negative impacts from climate change increases the faster it warms. More rapid climate change makes adapting to change more difficult and costly. This is especially true for vulnerable groups (such as the poor, the very young, and older adults) and fragile ecosystems which may struggle to adapt to even small changes. The Intergovernmental Panel on Climate Change (IPCC) suggests that temperature increases above the range of 3.5 to 5.5°F (2 to 3ºC) over the next 100 years would dramatically increase the negative impacts of climate change. So a major aim of climate action is to reduce the risk and likelihood of large, rapid warming. For more information, visit the of EPA’s Climate Change site. Source: 3. How will climate change affect ecosystems? Some ecosystems have already been affected by changes in climate. As the climate continues to warm, major changes may occur in ecosystem structure and function, species’ ecological interactions, and species’ geographic ranges, with predominantly negative consequences for biodiversity. Warmer temperatures and precipitation changes will likely affect the habitats and migratory patterns of many types of
Interpreters in courts and tribunals Generally, interpreters are provided to defendants in criminal matters as a matter of right when attending a court. However, in civil matters, the provision of interpreters varies between different courts and tribunals. If your client requires an interpreter in upcoming court or tribunal proceedings, it is important that you contact the court or tribunal registry to find out: whether an interpreter will be provided free of charge; if not, what the cost of obtaining an interpreter is; and how far in advance an interpreter must be booked. principles of working with interpreters There are many resources about best practice when working with interpreters. They range from detailed manuals to educational videos involving scenarios featuring interpreters. While working with interpreters can be challenging, you can ensure that your session with an interpreter and client is effective by following a few key principles: allow time prior to the interview to brief the interpreter so they have an understanding of the purpose of the session; organise a private area where the session can take place; arrange seating in a triangular form to for easy communication between the interpreter and the client; ideally position yourself so that the client is directly facing you and the interpreter is sitting to the side; briefly confirm at the start of the session that your client and the interpreter understand each other well; always speak in the first person and speak directly to the client; allow the interpreter to clarify information if necessary; use language and short sentences; using jargon, slang, idioms or proverbs; include a pause after each sentence so that participants do not talk over each other or cut each other off; if the meeting goes for a long time, the interpreter may require a few minutes on the half hour; and clearly indicate the end of the meeting to everyone involved. Remember that an interpreter is not there to stand in for your client or to speak on their behalf. Their role is to ensure that your client can communicate with you. Working with interpreters becomes easier with practice.
Project CLIMATE CHANGE Instructor’s Manual This module was initially developed by O’Reilly, C.M., D.C. Richardson, and R.D. Gougis. 15 March 2017. Project EDDIE: Climate Change. Project EDDIE Module 8, Version 1. . Module development was supported by NSF DEB 1245707. Overall description: Scientists agree that the climate is changing rapidly and that humans are a primary cause for this rapid change through increased emissions of CO2 and other greenhouse gases to the atmosphere. In this module, students will explore how we know that the climate is changing from both recent record and pre-historic ice-core data and will focus on graphing temporal data to examine these long-term changes. Pedagogical connections: Phase Functions Examples from this module Engagement Introduce controls on global temperature. Pose questions and allow groups to discussion. Address misconceptions. group discussion. Introductory lecture. Exploration Engage students in inquiry using authentic data. Graphing global average air temperatures s and using linear regression to determine a rate of change. Explanation Engaging with additional information to allow students to develop evidence-based reasoning. Examining changes in atmospheric CO2. Exploring the relationship between temperature and atmospheric CO2 concentrations. Expansion Broaden students’ schemata to account for more observations and develop proportional reasoning Expanding temporally with Vostok ice core datasets. Compare current and rate of change and using these for evidence-based reasoning about climate change. Evaluation Assess students’ understanding formatively and summatively. Suggested questions to ask during discussion. Learning objectives:
California might remain an agricultural state, thanks to irrigation and engineering, though productivity might decrease and crops might change, said MacDonald, who emphasized that while the past is no guarantee of the future, in this case it does provide cause for concern. “I think we would find a way to keep our cities going through prolonged drought, but we’re not going to engineer a way to conserve or preserve the ecosystems of the state,” MacDonald said. “We can’t save our huge expanses of oak woodlands, or our pine and fir forests, or high-elevation alpine ecosystems with irrigation projects like we might our orchards and gardens. I worry that we will see very different wildlands by the end of this century.” AddThis Sharing Buttons Share to Facebook240Share to TwitterShare to LinkedIn7Share to EmailShare to Print Tags: Media Contact Alison Hewitt 310-206-5461 sediment sample In an unrelated study using similar methods, UCLA Professor Glen MacDonald and his research team examine a sediment ... John Vande Wege/UCLA Marsh sediment sample In an unrelated study using similar methods, UCLA Professor Glen MacDonald and his research team examine a sediment ... John Vande Wege/UCLA
Chapter 9 Explain the phrase “carbon footprint”. How do the footprints of North Americans compare with those of less developed parts of the world? What are 3 types of action individuals can do about climate change, and why would these actions be useful? What are 3 types of action that government, industry and businesses can take, and why would these actions be useful for fighting climate change? Graphs Plot a climatograph for Montreal (1970 – 1990) with the following data. Month Precipitation (mm) Temperature (°C) J 23 -14 F 18 -10 M 19 -5 A 20 4 M 41 11 J 82 15 J 95 17 A 67 16 S 49 10 O 17 5 N 16 -5 D 22 -12 Explain the following graph. ppm/v= parts per million/billion volume, = density of ice (%), BP = before present.
Climate Simulation Imagine that the sun has gotten a little brighter, and global average temperature has suddenly increased by 5 degrees C. What will happen to: (# yrs) Greenhouse gases in the atmosphere Glaciers on Earth’s surface Vegetation on Earth’s surface Oceans Clouds & Precipitation Temperature 1: after 100 years 2: after 500 years
The draft Strategy needs to address the neglected transport energy sector, and consider ways that transport energy needs can be met most efficiently, effectively and sustainably. In addition to the environmental issues associated with climate change mitigation, it is imperative that the state government addresses potential economic and social welfare risks associated with transport issues. In particular, addressing Tasmania’s vulnerability to energy oil supply disruptions and price volatility requires a comprehensive, integrated response. Figure 3 Climate Tasmania considers that there are many opportunities for the Energy Strategy to incorporate transport energy issues via infrastructure choices, public education, transport fee schedules, budget allocations and urban and regional planning issues. The creation of liveable cities and a focus on healthy living via active transport offer major scope for strategies that help to trigger fundamental changes in travel behaviours. Further, electric vehicles also promise a strong synergy with Tasmania’s renewable electricity supply. Recent research in Australia (for example for Moreland Council in Victoria) shows a positive business case for replacing conventional light vehicles with electric vehicles. There is an important role for government – amongst others – in helping to reduce the ‘fear factor’ associated with any technical innovation, by adopting EVs in their own fleets (including GBEs); encouraging private fleets, local government fleets and private car hire companies to also integrate EVs into their fleets; and monitoring and publishing data on operational cost savings and related issues. We note that where ‘range anxiety’ is a consideration, plug-in hybrid EVs (PiHEVs) are available and increasing the vehicle of choice, at least pending further development of very high energy density batteries. Climate Tasmania acknowledges the good work undertaken by the Tasmanian government, local governments and the community sector in progressively educating the community on opportunities to reduce energy consumption. This work should be replicated so that Tasmanian citizens, businesses and government agencies become much more aware of:  their travel energy consumption; and  opportunities to reduce costs and environmental impacts associated with transport energy. Thank you for the opportunity to comment on the draft Strategy. Please do not hesitate to contact Phil Harrington or Chris Harries to discuss Climate Tasmania’s views in greater detail. Kind regards, Phil Harrington Co-Chair, Climate Tasmania (0419 106 449)
1 – Commercial Diet/Feed History; complete if feeding a Commercial Diet/Feed; begin with the current diet(s)/feed(s), then list past diet(s)/feed(s). Food Company Diet Brand/Name Variety/ Flavor/ Formula Form (canned/dry) Amount per MEAL Number of MEALS per Day Dates fed i.e. Smith’s Pet Food i.e. Smith’s Adult Dog Food i.e. Chicken & Rice Formula i.e. dry i.e. 1 ½ cup i.e. 2 i.e. 1/2016 - current i.e. Horsey Co. i.e. Horsey Mineral i.e. Equine Vitamin-Mineral i.e. Granules/ Powder i.e. 2 oz i.e. 1 i.e. 1/2016 - current
Table 2 – Recipe/Ration History; complete if feeding a homemade Recipe or Ration; begin with the current ingredients, then list past ingredients. For patients fed forage, please attach a forage analysis. Ingredient (one per row) Description Preparation (if applicable) Amount per MEAL Number of MEALS per Day fed i.e. Chicken breast i.e. Meat only, skin & bone not included i.e. Roasted i.e. 100 grams OR ½ cup chopped i.e. 2 i.e. 1/2016 - current i.e. Hay (analysis attached) i.e. 1st cutting Orchard i.e. Dry or soaked i.e. 10 lbs i.e. 2 i.e. 1/2016 - current
b. Show that you know first aid for and how to prevent injuries or illnesses that could occur during climbing activities, including heat and cold reactions, dehydration, stopped breathing, sprains, abrasions, fractures, rope burns, blisters, snakebite, and insect bites or stings. Heat and cold reactions: Dehydration: Stopped breathing: Sprains: Abrasions: Fractures: Rope burns Blisters:
Only one participant waiting on the top platform at a time High Rope elements Potential Hazards Potential Outcome Risk to Controls (High, Med, Low) Preventative Measures Risk Level After Controls (High, Med, Low) General Risks Un-authorised use of high rope elements Falling – broken limbs/injury/death H No unsupervised access to tower. Warning signs –‘Do not use without instructors’ If outside, Course enclosed with a 6ft Lower elements locked away in compound L Equipment Failure Falling – broken limbs/injury/death M No smoking in the area or when wearing ppe. Equipment checked regularly for wear & tear. Damaged equipment to be removed & destroyed. L Objects falling Broken limbs/injury/death H Use of helmets at all times. Clients to remove all objects from pockets prior to climbing. surrounding area checked for dead wood. L Harness Failure Falling – broken limbs/injury/death M Instructional procedure. Instructor checks all participants ppe prior to climbing. Use of full body harness for all L Entanglement or holding of moving ropes Rope burn, damaged limbs, death H Instructional procedure. Participants briefed on holding own knot & no other ropes. L Loss of belayer concentration, incorrect belay technique Falling – broken limbs/injury/death H Instructional procedure. All lower offs managed by instructors. Instructor holding dead rope or overhand knots tied in dead rope when clients belaying. L Holding wire cables & clamps Cuts & Abrasions M Participants not allowed to touch any part of cables. L Entrapment in moving parts of course. Damaged limbs H Participants not allowed to hold onto any areas with joining/moving parts Trapeze should be locked in position with participants on the ground L
Acceleration (should be on excellence in more than one area, usually including scholarly activity; there must not be weakness in any area) Evidence of exceptional accomplishments as a Above-Scale acceleration must include documentation of extraordinary achievement as a clinician-scholar. Exceptional scholarly productivity, documented by quality and/or quantity of publications, grants, and/or scientific awards Above-Scale acceleration must be based on rare and compelling reasons and includes documentation of extraordinary achievement in scholarly activity and discussion of its impact on the clinical field. Evidence of exceptional contributions as an educator Above-Scale acceleration must include documentation of exemplary achievement in teaching. Examples of acceleration criteria in service could include: earlier than usual appointment to a prestigious society or NIH Study Section, a governance role in a national society and/or editorial board, or unique contributions to either national or local organizations. Exceptional service contributions may strengthen the argument for acceleration.
Just In Case Arizona Family and kid oriented preparedness games, activities, and information Ant and the Grasshopper APHA’s The story of the Ant and the grasshopper preparedness video Multilingual Preparedness Family Preparedness Info in LA County threshold languages Survival Guide Los Angeles County Emergency Survival Guide for family preparedness 72 On You Interactive website to get prepared for the first 72 Hours after a disaster ICS and Other Training Name Description Resource Link HICS Incident Management Using ICS and HICS for Incident Management. 10 minute video Nat. Nurse Emergency Prep Initiative Free online training from George Washington University (w/CEUs) specifically for the medical community DEEP Training Mental Health and Emotional Support Online Training Psychological Support in Disasters Mental Health and Psycological First Aid Training PPE Training Personal Protective Equipment Training NIMS and ICS HIstory Detailed white paper on the history and development of the NIMS Online Certificate Courses FREE online Certificate Courses from Columbia Regional Learning Center related to Emergency Management Always have a Plan B Incident Action Planning Plan B ICS Basics 3 minute summary of ICS Incident Action Planning South Dakota Fire Dept video
3 = Agree 4 = Strongly Part I: The Educational Material and Content 1. Helped me better understand the issue surrounding the topic. 1 2 3 4 2. Provided information relevant to my work. 1 2 3 4 3. Were based on current, up-to-date information. 1 2 3 4 4. Addressed the topic identified in the title of the program. 1 2 3 4 5. Were well organized. 1 2 3 4 6. Were easy to understand. 1 2 3 4 7. Will be of great immediate use to me. 1 2 3 4 8. Made effective use of audio and/or visual technology. 1 2 3 4 9. Were relevant. 1 2 3 4 Part II. The Instructor 10. Was well prepared 1 2 3 4 11. Was interested in helping me. 1 2 3 4 12. Showed respect for all persons attending the workshop. 1 2 3 4 13. Stimulated me to want to learn. 1 2 3 4 14. Answered questions clearly. 1 2 3 4 15. Related program content to real-life situations. 1 2 3 4 16. Gave clear explanations. 1 2 3 4 17. Held my attention. 1 2 3 4 18. Presented information that will help me. 1 2 3 4 Part III. Overall Evaluation The overall presentation, including educational material and content and the instructor, met my expectations. Circle your answer. Strongly Disagree Strongly Agree 0 1 2 3 4 – continued – A publication of West Virginia University Extension Service
If clinical faculty are not available, contact the Clinic Director and/or clinical faculty by telephone. If the person taking the call is not the client’s therapist, the therapist may be enlisted to help if they are in the Clinic but should not otherwise be summoned. If the caller is of danger to self or others the ISU Campus Security (x5555) should be contacted. Otherwise, the caller should be directed to community emergency services (found on all Clinic bulletin boards and at the reception desk).
Breakout of Service Levels Based on Facility Impacts For planning purposes assume “Under Control, Modified, Limited, and Emergency” Service levels correspond to progressively deteriorating or destroyed critical infrastructure, supply chain support services, staff, and facility structural compromise. Service Reprioritization Strategies should be based on assumed patient population surge of 20% above daily census. Please complete the matrix below by first indicating which services are offered at your clinic site in the far left column. You may decide to include services not typically offered, but necessary during an emergency (ex. Triage). Then, indicate which Service Strategies and Staff Assignments your clinic will utilize for each service offered by your facility at each stage of service capacity. Use the suggestions and abbreviations listed on the previous page to fill in the boxes below. CLinics Service Normal Operations Control Modified Services Limited Services Essential Services Service Strategy Staff / #s Service Strategy Staff / #s Service Strategy Staff / #s Service Strategy Staff / #s Service Strategy Staff / #s SAMPLE (TRIAGE) N.O. RN / 1 I.S. MD / 1 RN / 2 MA / 2 I.S., E.H. MD / 2 RN / 3 MA / 2 R.V., E.H. MD / 2 RN / 3 MA / 3 R.V., I.S. MD / 2 RN / 4 MA / 4 Service Strategy Staff / #s Service Strategy Staff / #s Service Strategy / #s Service Strategy Staff / #s Service Strategy Staff / #s / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / Service Strategy Staff / #s Service Strategy Staff / #s Service Strategy Staff / #s Service Strategy Staff / #s Service Strategy Staff / #s / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
strategic alliances ● Advanced Communication skills Team member conflict Team member coaching - personal ● Attitudes and Behavior Refer culture points and of always doing what I say I will do ● Team Management skills Authorisation: _________________________________ ______________________________
Name(s) of Perfusionist(s) Name of Surgeon Name of Anaesthetist Number Authorised by Head of Department * (only to be completed for Locums / Independent/Overseas Perfusionists Signed: Date of Procedure Hospital / Centre OFFICE USE Type of Procedure POINTS AWARDED Name(s) of Perfusionist(s) Name of Surgeon Name of Anaesthetist Number Authorised by Head of Department * (only to be completed for Locums / Independent/Overseas Perfusionists Signed: Print: Date of Procedure Hospital / Centre OFFICE USE Type of Procedure POINTS AWARDED Name(s) of Perfusionist(s) Name of Surgeon Name of Anaesthetist Number Authorised by Head of Department * (only to be completed for Locums / Independent/Overseas Perfusionists Signed: Date of Procedure Hospital / Centre OFFICE USE Type of Procedure POINTS AWARDED Name(s) of Perfusionist(s) Name of Surgeon Name of Anaesthetist Number Authorised by Head of Department * (only to be completed for Locums / Independent/Overseas Perfusionists Signed: Print:
Authorised by Head of Department * (only to be completed for Locums / Independent/Overseas Perfusionists Signed: Print: Date of Procedure Hospital / Centre OFFICE USE Type of Procedure POINTS AWARDED Name(s) of Perfusionist(s) Name of Surgeon Name of Anaesthetist Number Authorised by Head of Department * (only to be completed for Locums / Independent/Overseas Perfusionists Signed: Print: Date of Procedure Hospital / Centre OFFICE USE Type of Procedure POINTS AWARDED Name(s) of Perfusionist(s) Name of Surgeon Name of Anaesthetist Number Authorised by Head of Department * (only to be completed for Locums / Independent/Overseas Perfusionists Signed: Date of Procedure Hospital / Centre OFFICE USE Type of Procedure POINTS AWARDED Name(s) of Perfusionist(s) Name of Surgeon Name of Anaesthetist Number Authorised by Head of Department * (only to be completed for Locums / Independent/Overseas Perfusionists Signed:
Full Analyte Name Abbreviation Reference Range (Adult Male) Reference Range Female) Calcium (total) Ca++ 2.15 - 2.55 mmol/L 2.15 - 2.55 mmol/L Corrected Calcium (corrected for albumin binding) Ca_Corr 2.15 - 2.55 mmol/L 2.15 - 2.55 mmol/L Phosphate PO4 0.8 - 1.5 mmol/L 0.8 - 1.5 mmol/L Other: Full Analyte Name Abbreviation Reference Range (Adult Male) Reference Range (Adult Female) Cholesterol Age Sex CHOL Varies with lab and population years Male (2) Varies with lab and population years Female (1) Appendix (C) Sullivan Nicolaides Pathology Haematology Reference Intervals and Abbreviations RED CELL MARKERS (Explanatory Variables) LABORATORY REFERENCE RANGE LABORATORY REFERENCE RANGE Routine Red cell Markers Male Female Haemoglobin (Hb) Haematocrit (Hct) Mean Corpuscular Volume (MCV) Mean Corpuscular Haemoglobin (MCH) Mean Corpuscular Haemoglobin Concentration (MCHC) Red Cell (RCC) 125 - 175 g/L* 0.38 - 0.54 * 80 - 100 fL 27.5 - 34 pg 310 – 360 g/L 4.2 - 6.5 x 1012/L* 110 - 165 g/L* 0.34 - 0.47 * 80 - 100 fL 27.5 - 34 pg 310 – 360 g/L 3.7 - 5.6 x 1012/L* Special, Second tier tests for Anaemia Investigation Male Female Ferritin Serum Iron Saturation Transferrin Red cell Folate (RCF) 25 - 220 ng/mL 5 - 30 mol/L 20 - 55% 445 - 472 mol/L > 150 nmol/L 25 -110 ng/mL 5 - 30 mol/L 20 - 55% 445 - 472 mol/L > 150 nmol/L
Serum Folate Vitamin B12 (VitB12) > 7.0 nmol/L > 150 pmol/L > 7.0 nmol/L > 150 pmol/L Red Cell Distribution Width (RDW) (CV%) (SD) (Response Variable) 11-16% 30-50 fL
Final Conference At the end of the clinical experience, the student and the CI will meet formally to review the completed CPI. Again, the CPI should be signed by both parties. Grading In accordance with APTA and University policies, the DCE is responsible for assigning the final grade utilizing the criteria described below. Assigned grades are on the information contained in the CPI and in consultation with the student, CI, and CCCE. The type of clinical internship, type of patients seen, degree of challenge presented, pace, and expectations of the clinic are all considered. Students will receive a grade of Pass, Fail, Withdrawal, or Incomplete. Any student who does not meet the minimum passing criteria for any clinical education experience cannot receive a grade of Pass. Any course which does not end with a grade of Pass must be repeated. Criteria for grading are as follows: Pass Minimum competency levels, as defined for each course, have been reached by the end of the clinical experience and all required documentation has been submitted. Fail Minimum competency levels, as defined for each course, have not been reached by the end of the clinical experience; The gap between student competence and clinic expectation is so great that the student will be unable to meet the objectives and is asked to leave the facility before the end of the assigned timeframe; or The CCCE requests removal of the student for good cause (e.g. insubordination, with policies or procedures, unsafe, unprofessional, or unethical behavior). If a student fails to complete a clinical internship with a passing grade, the student will be unable to proceed in the curriculum until meeting with the DCE, and developing an acceptable remediation plan. Once the remediation plan has been completed, the DCE will work with the student to find an appropriate site where the student will be able to “re-take” the required clinical internship course. The site will be notified that the student is remediating the course. A 2nd failure of an internship will result in required withdrawal from the program. Withdrawal In addition to University policy, the following criteria may also be met to receive a grade of Withdrawal: Student is unable to complete the clinical due to illness (medical documentation is required); Student is unable to complete the clinical due to family crisis or emergency; or Student, CCCE, and DCE agree that the site is unable to meet or accommodate the student’s learning needs.
Effective interpersonal and influencing skills Sensible negotiator with practical expectation of what can be achieved. Computer literate Good team working skills Personal Qualities Includes any specific physical requirements of the post – (subject to the provisions of the Equality Act 2010) Adaptable to situations, can handle people of all capabilities and attitudes Able to prioritise work and work effectively with ambiguity and uncertainty Approachable Self motivated Strong commitment to HYMS’ pedagogical philosophy and practice Highly organised Application Interview Other
PERSON SPECIFICATION Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training Evidence of: A clinician with an appropriate degree, professional qualifications and training A Physician Associate/Assistant will be a member of the UK PA Managed Voluntary Register (PA MVR) Evidence of: PhD or MSc in a healthcare related discipline Postgraduate certificate in medical/clinical education or firm intention to undertake this qualification within 2 years of starting the post. Associate Fellowship of the HEA or equivalent. Application Interview Other Work Experience Ability to undertake duties of the post Evidence of: Demonstrable enthusiasm and commitment to teaching, learning and student assessment Extensive research, teaching or clinical experience and scholarship within subject specialism Evidence of Excellence in teaching from peer review, from student assessment/feedback, from examination results, from external examiner reports and from teaching awards Evidence of reputation nationally and emerging internationally for professional practice, scholarship and pedagogic development, reflected in substantial output, level of innovation and impact on the education and development of the discipline and profession Experience in teaching healthcare students undergraduates (e.g. medical, nursing) using problem based learning Application Interview Other
KEY POINTS 27 Question. Do patients with stable atherosclerotic cardiovascular disease treated with statin who have an LDL-C <70 mg/dL and a non-HDL-C > 100 benefit from the addition of evolocumab? Would patients already on maximal potency statin benefit from evolocumab? Findings. Evolocumab safely reduced cardiovascular events compared to placebo whether patients were starting with an LDL-C <70 mg/dL or not, and whether they were treated with maximal potency statin or a less potent statin regimen. Meaning. In high-risk patients with stable atherosclerotic cardiovascular disease treated with a statin, even patients who have a low LDL-C and patients on maximal statin experience further reduction of cardiovascular events with the addition of evolocumab. 37 38
Figure 2A. Efficacy Outcomes Stratified by Potency of Background Statin Primary Composite Endpoint All Patients On maximum intensity statin On less intense statin 0.4 Secondary Composite Endpoint All Patients On maximum intensity statin On less intense statin • I 0 I I 1.0 I I I I I I -fr I I HR (95°/o Cl) 0.85 (0.79-0.92) 0.86 (0.75-0.98) 0.85 (0.78-0.93) 2.5 0.80 (0.73-0.88) 0.78 (0.66-0.92) 0.81 (0.72-0.90) Pinteraction 0.88 0.71 OA 1D 2.5 Evolocumab better Placebo better
CLINICAL ENCOUNTERS: PEDIATRIC CORE CLERKSHIP By the end of the clerkship you should have encountered a patient with at least one of each domain-patient type/core condition. Enter the date you saw the patient in the “Date seen” column and indicate whether you OBSERVED the care of the patient (e.g. was on your team but not your patient) or PARTICIPATED in the care of the patient. If you do NOT encounter a patient, enter the number of the CLIPP case completed to meet this requirement in the “CLIPP” column. Post your completed table to the assignment tracker before your final examination. Student Name: ____________________________________ ________________________ Domain-patient type/core condition Symptoms/signs/issues related to domain/patient condition Date seen Observed/ Participated Clinical Setting (O/I/E)* Health Maintenance Well newborn care Well infant care (1-12 months) Well toddler care (12-60 months) Well child care (5-12 years) Well adolescent care (13-19 years) Growth Parental concerns/abnormalities Nutrition Parental concerns/abnormalities Development Parental concerns/abnormalities Behavior Parental concerns/abnormalities Upper respiratory tract Runny nose, eye discharge, sore throat, difficulty swallowing, earache respiratory tract Cough, wheeze, shortness of breath Gastrointestinal tract Nausea, vomiting, diarrhea, abdominal pain Dermatologic system Rash, pallor Central nervous System Lethargy, irritability, fussiness, headache Emergent clinical problem Respiratory distress, shock, ataxia, seizures, airway obstruction, apnea, proptosis, suicidal ideation, trauma, cyanosis Chronic medical problem Unique condition: fever without localizing findings fever Unique condition: neonatal jaundice jaundice * O=outpatient; I=inpatient; E=Emergency Department
REVIEW RECORD CONTRACT: CLINCAL FORUM MEETING MONTHLY REVIEW: 20 August 2015, 16.00 – 17.30 LOCATION: 2.2 Charter House In attendance: Harper Brown (HB) Chair Sheilagh Reavey (SR) Joanne Rodic (JR) Dr Rob Graham (RG Andrew Knott (AK) Dr Ian McClure (IMc) David Halsall (DH) Director of Planning & Procurement Director of Nursing & Quality Admin Support for Contract and Information Governing Body GP Commercial Director Consultant Medical Microbiologist GP Acting Clinical Director ENHCCG ENHCCG ENHCCG ENHCCG TPP TPP TPP TPP Apologies: Dr Al-izzi (AL) Nick Brown (NB) Paula Simms (PS) Pathology Clinical Director Consultant Medical Microbiologist Senior Contract Manager TPP TPP ENHCCG 1.1 Welcome and apologies HB welcomed everyone to the meeting and apologies were noted. 1.2 Declarations of interest No declarations of interest 1.3 Minutes of Last meeting on the 20th August 2015 and matters arising Alteration: Minutes on 20th August 2015 – Sheilagh Reavey did not attend the meeting on the 20th August 2015, therefore amended to show Sheilagh Reavey sent apologies. 1.4 ACTION TRACKER ACTION 3: REPORTING AK confirmed that the date of sample can be taken as long as the request has come in electronically. IM commented that if the patient takes home the urine sample and they may not return it until later a date, therefore it would be the date on the bottle not on the form. AK confirmed he will follow up the new request form process and confirm that it has been added to the beaker reports. AK to liaise with RG to confirm, when it will appear on ICE by ACTION 4: REPORTING AK commented that the Partnership’s Associate Director of Compliance & Governance confirms November.
General Monthly Commitments and Expectations of Trainees Example Trainee Monthly Timetable: Monday Tuesday Wednesday Thursday Friday Week 1 AM General Clinic Clinical team meeting ICC MDT (LHCH) Week 1 PM StR Lunchtime Teaching General Clinic Teaching Liverpool / Week 2 AM General Clinic Peripheral clinic Skeletal Dysplasias MDT (AHCH) Fetal Path MDT (AHCH) Week 2 PM StR Lunchtime Teaching General Clinic Departmental Meeting, Case discussions and MDTs Week 3 AM General Clinic Neurogenetics MDT (AHCH / LWH) Peripheral clinic Week 3 PM StR Lunchtime Teaching General Clinic Departmental Meeting, Case discussions and MDTs
Department inspected Head of Department Name Age & Date of Teaching experience PG Degree /subjects (Recognized/Non-R) (a). Number of UG seats Recognised (Year: ) Permitted (Year: ) First LOP date when MBBS course was first permitted (b). Date of last inspection for UG PG Super specialty Purpose: Purpose: Purpose: Result: Result: Result: 4. Total Teachers available in the Department: Designation Number Name Total Teaching Experience Benefit of Publications in Promotion Professor Addl./Assoc Professor Asstt. Professor Senior Resident Note: Count only those who are physically present. 5. Number of Units with beds in each unit: 6. Clinical workload of the Institution and Department concerned: S.no. Parameter Department of Clinical Haematology On the Day of Assessment Average of 3 Days Random 1 OPD attendance upto 2 p.m. 2 New admissions 3 Total Beds occupied at 10 a.m. 4 Total Required Beds 5 Bed Occupancy at 10 a.m. (%) 6 Total number of hemograms done 7 Total number of peripheral smear done
Unit wise Teaching and Resident Unit _________ Bed Strength _________________: S. No. Designation Name with Date of Birth Nature of employment Full time/part time/Hon. PAN Number TDS deducted PG AND SUPERSPECIALITY QUALIFICATION Experience Date wise teaching experience with designation & Institution Signature of Faculty Member Subject with Year of passing Institution University Designation Mentioning subject Institution From To Total Period * Benefit of publications given in promotion Yes/No, if yes List publications here (no annexures) Note: 1. Unit wise teaching / Resident staff should be shown separately for each Unit in the Proforma. 2. Use only the Format provided. DO NOT devise your own format otherwise the information will not be considered. Fill up all columns 3. *Publications: Give only full articles in indexed Journals published during the period of promotion and list them here only. No Annexure will be seen. 4. Incase of DNB qualification name of the institution/hospital from where DNB training was done and year of passing must be provided. Simply saying National Board of Examinations, New Delhi is not enough. Without these details DNB qualification holder will be summarily rejected. 5. Experience of Defence services must be supported by certificate from competent authority of the office of DGAFM without which it will not be considered. I have verified the eligibility of all faculty members for the post they are holding (based on experience certificates issued by competent authority of the place of working). Their experience details in different Designations and unitwise distribution is given the faculty table above.
Individual who is pregnant or parenting Copy of child‘s birth certificate Baptismal record Observation of pregnancy status Doctor‘s note confirming pregnancy Self-certification (Participant identifies status and signs and dates paperwork) Individual with a disability An individual with: (A) a physical or mental impairment that substantially limits one or more major life activities of such individual; (B) a record of such an impairment; or (C) being regarded as having such an impairment (as described in the Americans with Disabilities Act § 12102 (3) Letter from a Vocational Rehabilitation Agency, such as Maryland Division of Rehabilitation Services (DORS) verifying disability Letter from Maryland Department of Health and Mental Hygiene (DHMH) Behavioral Health Administration (BHA), Administrative Services Organization, or another Core Service Agency attesting that the individual receives specialty services within the Public Health System Developmental Disabilities Administration (DDA) certificate for long term supports Social Security Administration disability records Statement or Diagnosis from a PhD, MD, Licensed Clinical Social Worker (LCSW) or other licensed clinical professional School records (Individualized Education Plan, 504 Plan, exit documents or other documentation stating disability) Workers Compensation records Veterans Administration letter/records Temporary Disability Assistance Program approval letter Public Assistance to Adults (PAA) approval letter Self-certification (Participant identifies status and signs and dates paperwork) Low-income individual An individual who— (i) receives, or in the past 6 months has received, or is a member of a family that is receiving or in the past 6 months has received, assistance through the supplemental nutrition assistance program established under the Food and Nutrition Act of 2008 (7 U.S.C. 2011 et seq.), the program of block grants to States for temporary assistance for needy families program under part A of title IV of the Social Security Act (42 U.S.C. 601 et seq.), or the supplemental security income program established under title XVI of the Social Security Act (42 U.S.C. 1381 et seq.), or State or local income-based public assistance; (ii) is in a family with total family income that does not exceed the higher of—(I)the poverty line; or (II) 70 percent of the lower living standard income level; (iii) is a homeless individual (as defined in Alimony Agreement Applicant Statement Award letter from veteran‘s administration Bank statements Compensation award letter Court award letter Pension statement Employer statement/contact Family or business financial records Housing authority verification Pay Public Assistance records
REPORTING FORM Clinical investigations: Serious Adverse Event Report Table v2 (MEDDEV 2.7/3) EUDAMED - ID: Title of Clinical Investigation: CIP Number: Contact person (Name, Address, E-Mail, Telephone Number) Device type: MS + NCA Reference Numbers for all participating countries: Reference Member State: No. of patients enrolled to date No. of patients enrolled to date (date of report) per country No. of Invest. Devices used to date No. of Invest. Devices used to date per country Date of Report: dd/mm/yyyy Status: a, m, u Date Sponsor received Report of SAE (dd/mm/yyyy) Country code Study Center Patient ID Code SAE ID code Date of Procedure / First Use (dd/mm/yyyy) Date of Onset (dd/mm/yyyy) SAE or Dev. Def. Description of event Action / treatment / patient outcome Relationship to Procedure: not related OR unlikely OR possible OR probable OR causal relationship Relationship to Investigational Device: not related OR unlikely OR possible OR probable OR causal relationship Unanticipated SADE: yes OR no Treatment Arm: Investigational Device / Control Group / blinded / n.a. Event Status: Resolved / Resolved with Sequel / Ongoing / Death Date of Event Note 1: Submission of this report does not, in itself, represent a conclusion by the sponsor or the competent authority that the content of this report is complete or that the device(s) listed failed in any manner and/or that the device(s) caused or contributed to the alleged death or deterioration in the state of the health of any person. Note 2: If additional columns are added to this form (for instance to include the opinion of the investigators), please add them next to the existing columns on the right. This form may be subjected to automatic analysis and addition of columns in between may interfere with automatic analysis. Widthening of columns can be applied without alteration of the order.
Metric name Metric explanation Metric category Main users Anticipated benefits and use Time frame measurement Frequency of refresh comments incl. range / data source / screen area for display / display type (Suggested) (Needed) (Optional) Clinical Activity Clinical Outcomes Workforce Clinical Safety Patient Experience (if known) (Suggested) (Suggested)