zilongwang/ReadingBank huggingface dataset:
Water IV Sports - Hypotonic Sports Drink - Isotonic Sports Drink - Hypertonic Consumption Orally Intravenous - Into Veins Orally Orally Orally Rate of absorption Average Rate Average Rate - Same as orally Fast Average Rate Slow Carbohydrate Level None Saline solution Low 6-8% - Same osmolality as the body High Advantages Easy Quick Can be drunk anywhere. Combined with sports drinks to be most effective form of hydration Unconscious people who can’t drink for themselves Can refuel and replace electrolytes. More palatable than water. Absorbed fastest Can refuel and replace electrolytes More palatable Combined with water to be best form of hydration. Maintained fluid balance of electrolytes Prevent glycogen depletion Can refuel and replace electrolytes More palatable Disadvantages Only replaces fluids Can only be used in a medical emergency Must be administered by a medical professional Time Consuming Immobilised and Invasive Risk of infection through needle Can contravene WADA code. Absorbed slowest Athletes best suited for Anything under 1 hour of exercise Unconscious or medical emergency only Any athlete that needs to watch weight e.g Jockey or boxer AFL Footballer Netballer Ultra Marathon
Name:_____________________________________________________ Date:_______________ Period:_____ Comparing The Three Perspectives…SOCIALIZATION FUNCTIONALISM CONFLICT PERSPECTIVE SYMBOLIC INTERACTIONISM Stresses how socialization contributes to a stable society *socialization = stability* MEDIA: television programs encourage social integration by exposing the entire soceity to shared beliefs, values and norms Views socialization as a way for the powerful to keep things the same *keep the status quo* MEDIA: print owners and editors exercise a power by setting a political agenda for a community Beliefs that socialization is the determinant (factor) of human nature *socialization = survival* MEDIA: through words and pictures, children’s books and shows expose the young to the meaning of love, manners and motherhood
Name:_____________________________________________________ Date:_______________ Period:_____ Comparing The Three Perspectives…SOCIAL STRUCTURE FUNCTIONALISM CONFLICT PERSPECTIVE SYMBOLIC INTERACTIONISM Social Structure concept: social interaction Social integration is promoted by culturally defined rights and obligations honored by group members Social Structure concept: ascribed master status Ascribed master statuses (i.e. gender and race) empower some to subject others Social Structure concept: role Roles are carried out by individuals on the basis of the symbols and meanings they share
Tower bottom bending moment My spectrum, blade azimuth γ1=30 deg, wave misalignment γ2=90 deg, Sea State B, Tower bottom bending moment Mx spectrum, blade azimuth γ1=30 deg, wave misalignment γ2=0 deg, Sea State B Tower bottom bending moment Mx spectrum, blade azimuth γ1=90 deg, wave misalignment γ2=90 deg, Sea State B bottom shear force Fy spectrum, blade azimuth γ1=90 deg, wave misalignment γ2=90 deg, Sea State B [1] Faltinsen OM. Sea loads on ships and offshore structures: Cambridge Univ Pr; 1993.
Blade2 seized, blade1 and 3 feathered Regular wave Hs=13.3, Tp=14.4, V=41.7 m/s, 200s simulation When the 5-m long stick becomes massless It seems that due to the unbalanced loads of the blade, the yaw and pitch motion doesn’t come back to the neutral position. Stick length=1m
MiBLSi Comparison of Reading Universal Screening Measures aimsweb DIBELS Next CARI FAST STAR NWEA Grades K-8 K-6 6th, 7th, 8th K-12 K-12 K-12 Administration Format One to one- ORF Whole class- MAZE (worksheets) One to one- DORF Whole class- DAZE (worksheets) One to one- DORF Whole class- DAZE (worksheets) One to one- earlyReading, CBMReading (K-6) aReading Whole class- (computer) Whole class- (computer) Whole class- (computer) Administration/ Scoring Time 5-12 minutes (Not including scoring time for Maze) 5-12 minutes (Not including scoring time for Daze) 5 minutes for initial DAZE feature. 15-30 minutes for computer adaptive assessments, minutes for CBM measures. 15-20 Minutes 40-50 Minutes Progress Monitoring Yes Yes Yes Yes (Grades Seventh and 8th grade are anticipated to be ready for school year) Yes (computer adaptive) No Readiness Published Published Some areas of CARI are still under development. Pilot studies are underway to develop cut scores for ORF. Published Published Published Reports indicating student transitions between tiers aimsweb 1.0 does, not clear if 2.0 offers this report. Yes Not available at this time. No No No
Diagnostic features No Very limited, however DIBELS DEEP diagnostic assessment is available for purchase ($93.95). Will use gated procedure with some diagnostic qualities. Very limited. Yes, reports are available that indicate skills students have mastered and that need to be developed. Yes, reports are available that indicate specific student strengths and weaknesses. Cost Use of data system and materials is $4 per student per year. Materials can be downloaded for free. Cost to use data system is $1 per student per year. Schools can participate in pilot study and use measures at no cost. $6 per student includes reading and math universal screening (computer adaptive and CBM) and progress monitoring for grades K-6. STAR Reading annual subscription fee is $380. This includes access up to 100 students and each additional student is $3.80. There is also a $599.00 per school yearly data hosting fee. $13.50 per student annually includes reading, math, and language usage. There is also a $4,500 required start up training.
Identity Theft Assistance Yes No No Free Retirement Planning Seminars Yes No No Online Enrollment and 24 hour Account Access Yes No Yes Automatic Biweekly Payroll Deduction Yes Yes Yes Coverage amounts included in Federal Employees Benefits Statement Yes Yes No Refunds Given through periodic rate adjustments that continue year to year None Periodic one-time payments Directed by NASA Employees from Each NASA Center; Sponsored by NASA; Governed by NASA Policy Directive Yes No Not affiliated with NASA or Federal Government Not for Profit Employee Association Yes No Yes Underwritten by MetLife MetLife Life Insurance Company of North America Premium Stabilization Reserve Yes. Reduces risk charges. Interest is used to pay administrative costs and support reduced rates No. Backed by Federal Gov't Unknown Program and underwriting subject to periodic independent audit available for review by members Yes No Unknown Risk Pool Used to determine rates NASA Employees Only All Federal Employees Non Military Government and Postal Service Employees
Why Is Your Home NOT Sold? It takes Marketing to SELL! Who do you think will sell your home FASTER for MORE MONEY? Comparison Chart Average Agent Good Agent Our Team For Sale sign ✓ ✓ ✓ Pictures ✓ ✓ ✓ Open House ✓ ✓ ✓ Listed on the Multiple Listing Service ✓ ✓ ✓ Professional Marketing Brochure No ✓ ✓ 800 number sign ride with tracked info line No ✓ ✓ Single property website (300% more online No ✓ ✓ Work with lenders to get deal closed No ✓ ✓ Post your home for sale on over 100 websites No ✓ ✓ Work with ALL Brokerages, no pocket listings No ✓ ✓ Give you feedback from all showings No ✓ ✓ Quickly respond to all inquiries on your home and follow up to see how we can increase their interest in your home No Maybe ✓ Email info on your home to buyers shopping for a home like yours No ✓ ✓ Professional-quality pictures No Maybe ✓ Tweak your marketing to capture buyers online No No ✓ Professional copywriting to sell the property No No ✓ Capture your home’s charm in the pictures that are taken No No ✓ Professional Photoshop picture editing No No ✓ Assist you with different staging options No No ✓ Give you decorating tips that will cause buyers to fall in love with your home No No ✓ Help solve any problems that may arise during the process as quickly as possible No No ✓ Work with you proactively to ensure you get the best results on your sale No No ✓ Provided by John Doe - ABC Realty 1234 Main Street, Anytown FL 32222 PHONE: 904-555-1212
RTE Bill Sindh RTE Act ICT Title: The Sindh Right of Children to Free and Compulsory Education Bill, 2013. Title: Right to Free and Compulsory Education Act, 2012. 30 Articles divided in 8 chapters 29 Articles Gender Sensitive – maximum use of “he” & “she” or “his” & “her”. A more generalized term “Child” has been used. Not Gender Sensitive – use of “he” Article 2: Definitions Child with special needs recognized by referring to him/her as “Disadvantaged child” “Free education” includes “uniform” , stationery, and school bags but lacks “transport” While defining “School” besides “Government”, “local authority” has also been added “Specified category” in relation to a school has been identified and defined Grade level for “Education” not specified The term “Neighborhood” has not been used Article 2: Definitions Child with special needs recognized “Uniform” is not included in “free education” No mention of “Local authority” but the “government” No mention of “specified category” and/or identification and definition level for “Education” not specified “Neighborhood” to be defined by the rules Article 3 (Clause1): Mention of “gender” and “race” but “nationality” and “religion” is absent Mention of “Gender”, “Nationality” and “Race” but “Religion” is absent
The Many Faces of Quam relative pronoun (feminine, accusative singular) translates as “whom, which” depending on the English definition of the antecedent examples: da(te) tuae fīliae, quam saepius legere illī magistrī iussērunt, eōs librōs. “Give these books to your daughter, whom those teachers were ordering to read more often.” haec aqua quam bibō gelidior est. “This water that I am drinking is too cold.” omnis Gallia, quam Rōmānī tenēbant, in partēs trēs dīvisa est. “All of Gaul, which the Romans controlled, was divided into three parts.” adverb for exclamations translates as “how”: often used to modify either an adjective or another adverb examples: quam ferōciter, avia, mordēs illum pullum! “How fiercely you bite that chicken, Grandma!” quam mirābile! “How wonderful!” DO NOT CONFUSE WITH: interrogative adverb quōmōdō, meaning “how” as in “in what manner” or “by what means” quōmōdō sentis “How do you feel today?” quōmōdō Rōmānī tot aedificia magna fabricāvērunt? “How did the Romans build so many great buildings?” The Many Faces of Quam (continued)
GP-SIPS v GP Retainer – What is best for me? GP-SIPS GP Retainer I want a post that will provide me with a restricted workload in a supportive environment for a limited period 3 years max 5 years max I have caring responsibilities for spouse/ partner/ relatives /children (may be I have caring responsibilities for spouse/ partner/ relatives /children (unless I am thinking of retiring earlier than planned due to my current X
-Participate on nursing research-related committees (NR, QI, EBP). Masters Graduate -Be active research team member -Assume the role of clinical expert -Collaborate with an experienced researcher in proposal development, data collection, data analysis and interpretation -Take active role in quality improvement projects to improve nursing practice in the clinical situation Doctorate Prepared Graduate -Appraise, design and conduct research -Serve as role model, mentor, guide and encourage nurses to engage in the nursing process -Collaborate and consult with social, educational, government and health care institutions in research -Disseminate research findings to scientific community Institutional Review Board No IRB Assess IRB process related to intended project and the level of risk, benefits, confidentiality, generalizability, and publishing plans. IRB required. Methods -Plan-Do-Check-Act (PDCA) -Plan-Do-Study-Act (PDSA) -Six Sigma, Lean Six Sigma -PICO or PICOT -Iowa Model of Evidence-based Practice -ACE Star Model of Knowledge Transformation (2004) -Ask a focused clinical question Find the best clinical evidence Critically appraise the evidence Apply evidence to practice Evaluate outcomes -Scientific Method Research Question/Hypothesis Methods Interpretation of Data Implications for practice Dissemination of findings -Qualitative Research -Quantitative Research Examples of Projects -Reduce wait time for OR patients -Decrease boarding time for PACU patients -Best practices for tracheotomy dressing -For adult acute care medical surgical patients receiving blood transfusions, what are the -3 year study examining symptoms clusters of patients with congestive heart failure
Executive Summary The Socially Awkward team has developed an in-depth overview and evaluation of two similar businesses – Reese’s and Snickers. Throughout this paper, we will discuss each of their different dimension categories: coordinates, connections, content, and channels. Within coordinates, we will describe their business and communication goals, followed by their internal and external strategies and tactics throughout the connections section. Afterwards, we will break down their content into donut charts and five different effectiveness categories, which will help us analyze each of their social media platforms. The last rated dimension we will discuss is their channels, which include their website and television. Once we tally up our ratings, we will see which business has the least effective social media strategy overall, and then we will provide a
Comparisons of categories with –in the PGES system: PPGES, TPGES, OPGES. Possible variations and look fors. Source of Evidence PPGES Principal and Assistant Principal TPGES Classroom based Teacher OPGES Library Media, Counselor, Speech Therapist, Instructional Coach Self-reflection All branches ask participants to reflect on and analyze their practice. PPGES TPGES OPGES Professional Growth plan All branches require development of Professional growth goals. are developed based on areas of growth identified in the self-reflection process. are created using the SMART goal process. Goals should be revisited throughout the year and monitored for progress. PPGES TPGES OPGES Principals must develop a professional growth goal based on multiple data sources (reflection on standards, teacher SGG, feedback from administrator, survey results, etc.) Principals also create at least one working conditions goal which is a two year goal based on TELL Kentucky Survey Results. A teacher must develop a minimum of one Professional Growth Goal per year. may be used to assess areas of growth. Teachers use district or state developed Professionals growth plan templates. Other Professionals must develop a minimum of one professional growth goal per year. may be used to assess areas of growth. Other Professionals use district or state developed Professionals growth plan templates.
Observation/ workplace visit/ site visit All branches entail observation, workplace or site visit from supervisors. PPGES TPGES OPGES Principal will have a minimum of 2 site visits from the Superintendent/designee, (One each semester) No exam in place within the training. However, there is an online module for principals and supervisors which detail the expectations for site visits by supervisors for principal component. Principals will conduct classroom observations of teachers. Observation visits focus on domains 2 & 3 of the KY framework for Teaching. Required Post conferences will include conversation to present other evidences to support domains 1 & 4. Principals must complete Teachscape Proficiency exam. Workplace visits will include discussion with the Professional to learn of their roles and responsibilities and how they address the Specialists framework. Settings varying according to the Other Professionals role. Visits will not necessarily be classroom based or observing student/ educator interaction. Settings may include office responsibilities, meetings, or school support and planning environments. Workplace is similar to the site visit process completed by Principals. Principals must complete Teachscape Proficiency exam, and review Peer peer visit Only TPGES and OPGES will have Peer observation/ workplace visits. PPGES TPGES OPGES
Reason for missing data *MMAS Questionnaire #FMD Questionnaire Prescribing record ~TDA 2 months 8 months 2 months 8 months Total period 2 months 8 months Questionnaire or ~TDA not returned / used / fully completed by patient 17 13 11 8 - 8 12 Data not provided by health centre - - - - 49 - - Device / battery failure - - - - - 12 32 Participant withdrawn or stopped or changed treatment 1 18 1 18 24 19 48 Lost to follow-up / Deceased 2 2 2 2 2 2 2 Missing 20 (10%) 33 (16%) 14 (7%) 28 (13%) 75 (36%) 41 (20%) 94 (45%) *MMAS (Morisky Medication Adherence Score) #FMD (Frequency Missed Dose) ~TDA (Travalert Dosing Aid) Table 1. Reason for missing data compared between measures. Agreement between month 2 and month 8 Kappa (p) *MMAS Dichotomised 0.402 (p<0.0001) n = 166 8 Non-Adherent Adherent Month 2 Non-Adherent 33 12 Adherent 33 88 #FMD Dichotomised 0.556 (p<0.0001) n=172 8 Non-Adherent Adherent Month 2 Non-Adherent 46 10 Adherent 26 90
~TDA Dichotomised 0.629 (p<0.0001) n=114 Month 8 Non-Adherent Adherent 2 Non-Adherent 42 11 Adherent 10 51 * MMAS (Morisky Medication Adherence Score) # FMD (Frequency Missed Dose) ~ TDA (Travalert Dosing Aid) Table 2. Participant adherence status at month two compared with month eight. Adherence score % (n) Agreement between measures Kappa (P) *MMAS #FMD *MMAS Dichotomised Total n=188 72.3 (136) - - #FMD Dichotomised n=194 67.5 (131) 0.632 (p<0.0001) n=186 - Non- Adherent Adherent 42 19 Adherent 10 115 ~TDA Dichotomised n=167 53.3 (89) 0.117 (p=0.124) n=156 0.233 (p=0.002) n=161 Non- Adherent Adherent Non- Adherent Adherent 25 21 33 19 Adherent 45 65 Adherent 41 68 * MMAS (Morisky Medication Adherence # FMD (Frequency Missed Dose) ~ TDA (Travalert Dosing Aid)
Table 3. Agreement between, MMAS, FMDA and TDA dichotomised score at two months. Adherence score % (n) Agreement between measures Kappa (P) *MMAS #FMD *MMAS Dichotomised n=175 60.0 (105) - - #FMD Dichotomised Total n=180 57.2 (103) 0.724 (p<0.0001) n=172 - Non- Adherent Adherent 59 9 Adherent 14 90 ~TDA Dichotomised Total n=114 54.4 (62) 0.180 (p=0.059) n=109 0.289 (p=0.002) n=111 Non- Adherent Adherent Non- Adherent Adherent 25 19 30 19 Adherent 25 40 Adherent 20 42 * MMAS (Morisky Medication Adherence Score) # FMD (Frequency Missed Dose) ~ TDA (Travalert Dosing Aid) Table 4. Agreement between, MMAS, FMD, and TDA dichotomised scores at eight months.
SEMESTER CREDIT HOURS (SCH) PREFERRED Contact Hour per Semester PREFERRED COMBINATIONS* ALLOWABLE Contact Hour Range per Semester** ALLOWABLE COMBINATIONS*** Lecture /wk Lab /wk Contact /sem Lecture /wk Lab /wk Contact /sem 1 16-48 1 0 2 3 16 32 48 16-64 1 0 1 4 32 64 2 32-80 2 1 0 1 1 0 2 4 3 4 32 48 64 64 80 32-128 2 0 0 0 0 1 5 6 7 8 48 80 96 112 128
3 48-96 3 2 2 2 0 2 3 4 48 64 80 96 48-144 3 1 1 1 1 1 1 4 5 6 7 8 64 80 96 112 128 144 4 64-128 4 3 3 2 2 3 0 2 3 4 6 4 64 80 96 96 128 112 64-160 4 2 2 2 1 1 5 7 8 9 80 112 144 160 160 5 80-144 5 4 4 4 3 0 2 3 4 6 80 96 112 128 144 80-176 5 3 3 3 3 2 1 4 5 7 8 9 96 112 128 160 176 176
Components of Program Revision Applications The following information required to complete and submit the application The Institution’s Six-Digit FICE Code and Authorized Password: a valid password is required to gain access to the electronic submission system. The password is assigned to the college’s technical dean or vice president of instruction and may be requested by contacting Action to Be Taken: select the appropriate action Options include: add an award to an existing program; revise an award; an an award; close an award; and view and/or edit a revision currently saved “In Progress.” Program CIP Code and Award CIP Code: the Degree Program (Clearinghouse) Awards the . Correctional Facility: revisions to awards offered both at the main campus and at a correctional facility must be submitted as separate awards. Effective Date: select the effective date for the revision from the list of choices offered. Award Sequence: provide the award sequence as it appears on current program inventory. This information is available using the . Award Type: provide award code for each award. AAS Associate of Applied Science Degree Certificate level one Certificate level two ESC Enhanced skills certificate
Comparison of the Montessori Method to the U.S. Approach and Pueblo Approach Comparison U.S. Approach Montessori Pueblo Emphasis Rote learning & basic skills: curriculum to standards Cognitive & Social Development, whole child, inner-discipline, harmony with environment, respect Understanding & responsibility, Pueblo core values (love, respect, sharing, kindness, family/community) Teacher’s Role Dominant & Active Unobtrusive, guide to learning Mentor and to learning Student’s Role Subordinate & Passive Active participant in learning Active participant in learning Discipline External, enforced by teacher Prepared Environment and method focus on development of internal discipline Inner discipline & desire for harmony with family and community Learning Environment Structured by area of curriculum, schedule in time, by grade, by groupings “Follow the Child”, free flowing continuum (according to planes of development), individualized, concrete (hands-on learning) to abstract In the context of real life activities in the home and community, hands on, parameters Ultimate Goals Preparation for work in a competitive work environment and society & participatory citizenship Preparation for lifelong learning, love of work, creativity, grace and courtesy, refinement of the senses, personal initiative and independence-the well-balanced person Preparation for participation in the work of the family & community; competence in all areas, respectful and responsible citizenship, spiritually and culturally grounded, -an individual who can function equally well in the many realms of our world past, today, and present
How to access Compatibility Mode to Add or Remove MHD.com Open Internet Explorer and locate the Menu bar (if your Menu bar is not visible, press the “Alt” key on your keyboard), the “Tools” dropdown menu and choose “Compatibility View settings” To add If the site name is not listed in the “Add this website” field, then type “mhd.com” and click “Add” to compatibility view. To remove Highlight “mhd.com” and click remove.
which the corporations did not own in law. Such transactions, because they were in billions of shillings, distorted market fundamentals and weakened the country’s currency which is yet to recover. illegally allocated will also be repossessed by the Government. Since billions were lost in the transactions, if such money is recovered through our reformed judicial system and thereafter injected into the economy, the economy will definitely jumpstart and the currency will strengthen so long as the Government puts strong checks and balances to prevent a recurrence of grand graft. 5. Tendency to revert to customary land tenure Due to the inefficiencies and inordinate delays in registration and issuance of titles as characterized by the old dispensation, many Kenyans reverted back to customary land tenure. This was a retrogressive move but the circumstances it served their purpose. Delays were common in Trust lands where the Land Adjudication Act had been applied and in a few districts where the Land Consolidation Act applied. The Land Registration Act has harmonized the many statutes dealing with the registration of land rights so as to facilitate speedy access to land registration, enhance efficiency, transparency and accountability in the process of land registration. The said Act has been enacted to recognize and protect all legitimate rights and interests in land held under customary land tenure. The slow adjudication and consolidation could now hasten since all land registrations will now be under one law.
Oil and gas industry ( ) ( ) ( ) ( ) Professor in college or university ( ) ( ) ( ) ( ) Public Policy ( ) ( ) ( ) ( ) Sustainability officer ( ) ( ) ( ) ( ) Science teacher in primary or secondary school ( ) ( ) ( ) ( ) 4a. As you consider career directions after graduation, how important is it to you to do work in which you use your knowledge of the earth and environment? Please select one number: 1 2 3 4 5 6 7 Not Important Very Important 4b. As you consider employment after graduation, how important is it to you to work in an organization committed to environmentally sustainable practices (independent of the field)? Examples of environmentally sustainable practices would include minimizing energy and water use in the workplace. Please select one number. 1 2 3 4 5 6 7 Not Important Very Important
5. Please indicate your level of concern about each of the following potential developments on the Earth. Focus on the impact on your region in your lifetime. Not a problem Somewhat of a problem Major problem Global climate change ( ) ( ) ( ) Population growth ( ) ( ) ( ) Meteor impact ( ) ( ) ( ) Loss of biodiversity ( ) ( ) ( ) Energy resource limitations ( ) ( ) ( ) Water resource limitations ( ) ( ) ( ) Mineral resource limitations ( ) ( ) ( ) 6. Please indicate the extent to which you engaged in each of the following activities during the past week (mark all that apply): Not at all Once a week 2-3 times per week Daily Turned off the water while brushing teeth ( ) ( ) ( ) ( ) Recycled paper, glass or aluminum ( ) ( ) ( ) ( ) Washed clothes in cold water ( ) ( ) ( ) ( ) Unplugged appliances to eliminate 'ghost' power use ( ) ( ) ( ) ( ) Walked or biked instead of using a car ( ) ( ) ( ) ( ) Turned off lights when leaving a room ( ) ( ) ( ) ( ) Used public transportation instead of a car ( ) ( ) ( ) ( ) Used a saver' scheme for your computer ( ) ( ) ( ) ( )
7 period A/B, 8 period A/B, trimester, rotating block, modular, other) And for how long has your school used this particular bell schedule? How many instructional periods are there in a day? __ 3 periods a day __ 4 periods a day __ 5 periods a day __ 6 periods a day __ 7 periods a day __ 8 periods a day __ 9 periods a day __ Other. Please explain. (Includes hybrid versions. For example, all 8 classes may meet 3 days a week w/ 2 other days involving 4 longer block schedule classes. Or morning classes may each be an hour in length with a interdisciplinary lab – involving 3 content areas -- in the afternoon.) How long are standard instructional periods? __100-120 minutes per course meeting __80-99 minutes per course meeting __60-79 minutes per course meeting __46-59 minutes per course meeting __40-45 minutes per course meeting __Other. Please Describe. NOTE: If your school has a mix of minutes per course meeting (45, 60, and 120, etc.), please describe. Are instructional periods all the same length of time? If not, what sorts of variations are included?
school? (Does the pathway have contiguous classrooms?) Room usage: Does the pathway have regular access to at least one large room that supports a pair or team of pathway teachers working with a larger group of pathway students? Typically, what percent of students stay after school for extended learning or extra-curricular activities? Other information regarding use of time and space within the pathway program of study:
Introduction Overview. Statistics are a powerful tool—in research, policymaking, program evaluation, and advocacy. "ey are used to frame the issues, monitor current circumstances and progress, judge the effectiveness of policies and programs, make projections about the future, and predict the costs of potential policy changes. Statistics about the population with disabilities and the government programs that serve people with disabilities are often difficult to $nd. Numerous government agencies generate and publish disability statistics, and as a result, disability statistics are scattered and buried in documents and websites across the federal government. "e Annual Disability Statistics Compendium is a publication of statistics people with disabilities and the government programs which serve them. It is modeled after the U.S. Department of Commerce’s annual Statistical Abstracts of the United States. "e Compendium is designed to serve as a reference guide to government publications. At the bottom of each table, the source of data appearing in each table is presented. "ese referenced sources contain additional statistical information about the ways the data were collected and the statistics were generated. Each year, the Compendium reflects the statistics published over the year. Topics. As in previous years, the $fth annual Compendium provides national, state-level statistics and monthly time-trend statistics published by federal agencies. Topics covered in this year’s Compendium include: t population size, t prevalence of disability, t labor force participation, t unemployment, t employment, t poverty, t earnings from work, t enrollment in education, t educational attainment, t self-reported health status, t health behaviors, t health care coverage, t Supplemental Security Income, t Social Security Disability Insurance, t special education, and t vocational rehabilitation. Additional Resources. At the end of the Compendium is a glossary, will help you interpret the statistics contained in the Compendium. In addition, assistance in interpreting statistics and locating additional statistics is available via our toll-free number, 866.538.9521, or by e-mail, disability.statistics@ unh.edu. Suggested Citation. Houtenville, Andrew J. (2013). 2013 Annual Compendium of Disability Statistics. Durham, NH: University of New Hampshire, Institute on Disability. Annual Disability Statistics Compendium: 2013 | Disability Statistics & Demographics 3
Table 2.2 Employment—Civilians without Disabilities Ages 18 to 64 Years Living in the Community for the United States and States: 2012 Source: U.S. Census Bureau, 2012 American Community Survey, American FactFinder, Table B18120; <http://fact$nder2.census.gov>; (accessed 23 September 2013). Based on a sample and subject to sampling variability.
Author(s): , , Date: Source: Number on Library Shelf: 37 http://wdfw.wa.gov/archives/pdf/94026205.pdf Using radio location data, we identified habitats used by mountain caribou during each season. We also collected data to assess the relative hardship experience by caribou in the early- and late-winter periods. Information on seasonal changes in caribou mobility and food availability was necessary in determining critical habitats. We have proposed an expansion of the currently accepted designations of critical habitat for mountain caribou and discuss the aspect important to management. Managing forests for caribou in southern British Columbia Author(s): Date: Source: Number on Library Shelf: 38 966 KB (scanned) This article describes the management approach that is developed in B.C., regarding woodland caribou, and discusses its applicability to other areas Habitat Use By Woodland Caribou In The Author(s): , Date: Source: . Manage. 53(l):230-237 Number on Library Shelf: 40 9.5 MB (scanned) A small herd of woodland caribou (Rangifer tarandus caribou) in the southern Selkirk Mountains of British Columbia and are the only caribou in the outside of . We initiated studies to determine caribou habitat use in 6 time periods (seasons) and to develop standards for the protection of habitat essential for recovery of this endangered herd. We described habitats for each season by measurements of basal area, tree density,
Another comparison salary study in 2000 (by Clergy Salaries in Congregations, Alban Institute, September/October 2002 issue, p.7) showed different salaries in relevance to the size of church. These include housing allowances: Small (<100) $36,000 Denominational Churches Medium (101-350) $49,835 Large (351-1,000) $66,003 (<100) $22,300 Congregational Churches Medium (101-350) $41,051 Large (351-1,000) $59,315 Very (1,000+) $85,518 **Statistics can be misleading, especially from the study that was done in Summary 1a. This survey is closer to actual studies given. Note: Regular benefits are not included in this survey, only housing allowance. Additional Interesting Facts According to the 2008 Compensation handbook for Church Staff, it reveals that female solo pastors earn 10.4% more than their counterparts. The Pulpit Pew, the 2005 addition, reveals that clergy are leaving parishes in greater numbers and after a shorter time. The average pastor changed assignments every 3 years and has little opportunity to advance to larger and more prestigious positions because of fewer positions available. Copyright © 2015 Pastoral Care Inc. All Rights Reserved. All material is intended for individual use only. Any other use, such as distribution, promoting one's ministry or adding to websites, is prohibited unless written permission granted by Pastoral Care Inc. This article was distributed through Pastoral Care, Inc. @ www.pastoralcareinc.com.
Values Service Social justice Dignity and worth of the person Important of human relationships Integrity Competence Respecting the dignity and uniqueness of all persons Recognizing rights opportunities and obligations within a safe, caring environment Keeping person’s choices and preferences primary in service delivery Advocating for individual rights and interests Opposing discrimination in services and in the community Treating people as people first Recognizing the helping relationship as foremost in providing services Enhancing development throughout the lifespan Honoring diversity and embracing a multicultural approach in support of the worth, dignity, potential, and uniqueness of people within their social and cultural contexts Promoting social justice Safeguarding the integrity of the counselor-client relationship Practicing in a competent and ethical manner Board Certified Case Managers (CCMs) believe that CM is a for improving client health, wellness and autonomy through advocacy, communication, education, identification of services and service facilitation Recognize the dignity , worth, and rights of all people Understand and commit to quality outcomes for clients, appropriate use of resources, and the empowerment of clients that is supportive and objective Embrace the underlying premise that when the individual reaches the optimum level of wellness and functional capability, everyone benefits
Ethical Standards/Principles Social workers’ primary goal is to help people in need and address social problems. Social workers challenge social injustice. Social workers respect the dignity and worth of the person. Social workers recognize the central importance of human relationships. Social workers behave in a trustworthy manner. Social workers practice within their areas of competence and develop and enhance their professional expertise. Ethical Behavior Integrity Freedom of choice Justice Respect for Diversity and Culture Autonomy Nonmaleficence Beneficence Justice Fidelity Veracity Autonomy Beneficence Nonmaleficence Justice Fidelity There are Principles are Organization of the Principles and Standards Ethical responsibilities to clients Ethical responsibilities to colleagues Ethical responsibilities in practice settings Ethical responsibilities as professionals Ethical Responsibilities to social work profession Ethical responsibilities to the broader society Promotion of Ethical Behavior Practice Responsibilities Confidentiality Rights Protection Individualization Multiple Roles and Relationships Supervision Termination Service Coordination Collegial Relationships The Counseling Relationship Confidentiality and Privacy Professional Responsibility Relationships with Other Professionals Evaluations, Assessment, and Interpretation Supervision, Training, and Teaching Research and Publication Distance Counseling, Technology, and Social Media Resolving Ethical Issues There are 6 Rules of Conduct There are 25 Standards divided into 5 sections: The Client Advocate Professional Responsibility Case Manager/Client Relationships Confidentiality, Privacy, Security and Recordkeeping
children want to learn, they want to be successful. I am now excited each week to go into the classroom and help my teacher teach these children. References Indiana Department of Education. (n.d.). Indiana K-12 Education Data. Received from Indiana Department of Education. (n.d.). K-12 School Web Sites. Retrieved from
Charity Dye Elementary School – 27. (n.d.). Retrieved from Thomas Carr Howe Community High School – 420 (n.d.). Retrieved from Brebeuf Jesuit Preparatory School. (n.d.). Retrieved from Our Lady Of Carmel School. (n.d.). Retrieved from
(a) &(b) releases to State CAMPAs are made by the Ad-hoc CAMPA in accordance with the Judgments/ Orders of the Hon’ble Supreme Court of India in various IAs in Writ Petition No.202/1995: T N Godavarman Thirumalpad Vs Union of India & Ors. A State/UT-wise statement of such releases made, as on date, is at Annexure ; (c) Yes, Madam; (d)&(e) Against the outlay of Rs.408,22,84,000.00 in the Annual Plan of Operation of Chhattisgarh State CAMPA for the year 2011-12, the release was limited to Rs.99,54,39,000.00, in keeping with the limit of about Rs.1,000 crores for releases to State CAMPAs in the years 2009-10 to 2013-14, laid down in Order dated 10th July 2009 of the Hon’ble Supreme Court of India in the above mentioned Writ Petition. The Hon’ble Court have, by their judgment dated 12th March, 2014, after considering inter-alia, the applications moved before them by various States, allowed the release of funds to the extent of 10% of the principal amount at the credit of the various States/ UTs. The releases are to be debited to the interest accrued on the deposits of the various States/ UTs. The releases to State CAMPAs have been, as evident from the statement of releases at Annexure, made keeping in view the pronouncements in the said judgment. ANNEXURE
RW2 - Clear evidence in report: Evidence for evaluation choices, findings and recommendations in evaluation report is clear and understood Can read evaluation reports and identify key issues, credibility of findings, and logic of argument Can critique and provide constructive feedback ensuring that reports are transparent about methodological choices, and show the evidence, analysis, synthesis, recommendations and evaluative interpretation and how these build from each other Can be clear and transparent about methodological choices, and show the evidence, analysis, synthesis, recommendations and evaluative interpretation and how these build from each other RW2 - Communication: Ability to clearly articulate, communicate and disseminate key messages that are appropriately written for different key stakeholders Can advise on key messages for different key stakeholders, and manage the dissemination of information in a targeted and timely manner Can advise on key messages for different key stakeholders Can clearly articulate and communicate key messages that are appropriately written for different key stakeholders RW5 - Use: Ability to identify, articulate and support strategic use of data in the report for the evaluation’s intended use and users Can select and present findings to different stakeholders Can select and present findings to different stakeholders Can select and present findings to different stakeholders Domains/Descriptors Manager M&E Advisor Evaluator 4.4 Improvement I1 – Management response: Able to develop management response and mobilise support Can synthesise recommendations from report, draft table for management response, and provide management response to recommendations. Able to mobilise support from senior management to recommendations. Able to synthesise recommendations from report, draft table for management response, and provide management response to recommendations Understands how management response will be developed I2 – Develop Improvement Plan: Able to develop Improvement Plan and link to organisational processes With key stakeholders can draft improvement plan based on recommendations, linking the plan to operational With key stakeholders can draft improvement plan based on recommendations, linking the plan to operational processes of relevant stakeholders Understands how Improvement Plan will be developed and used
processes of relevant stakeholders I3 – Implement Improvement Plan: Able to implement Improvement Plan With key stakeholders, can take Improvement Plan, mobilise to ensure inclusion in organisational processes, including APPs With key stakeholders, can take Improvement Plan, mobilise to ensure inclusion in organisational processes, including APPs I4 – Monitor Improvement Plan: Able to monitor Improvement Plan Able to use reporting formats to report on progress and take or mobilise for corrective action where needed Able to use reporting formats to report on progress and take or mobilise for corrective action needed
Icon/Patch Name Benchmark Ideas Your Benchmark for Award “Arts & Crafts” Completion of several art lessons “Books Icon” Spring report card grade improvement “Build” (Lego) Engineering project “Computer Skills” FIM progress/Use of Discover ED “Creative Writing” Writing activity completion “Family Involvement” If student/parent attend 3 family nights “Fine Arts” Music/Art project “Helping Hand” Service Learning Activity “Observatory” Science activity “Positive Attitude” Consistent good behavior “Teambuilding” Consistent team player “Lights On” Attends Lights On Event “Nature” Science/Green Energy/Nature project “Multi-Cultural” (globe) Participation in Art Around the World (Spring/Summer @ WIAC) “STEM” Participation in STEM Saturday (Spring @PS Schuylkill) “Winter” If student attends 10 winter sessions Site: ____________________________ Year 1 *Main badge example. Activity patches have Velcro to attach directly to the main badge.
Assessed by: a locally nominated supervisor - a registered Clinical Cardiac Physiologist with relevant speciality expertise in the relevant practice area COMPETENCIES REQUIRED FOR REGISTRATION Cardiac Physiologist EXPERIENCE: The candidate should be able to demonstrate that he/she has worked in an environment that has enabled the individual to receive training and gain experience relevant to the competencies set out GENERIC COMPETENCIES SPECIFIC COMPETENCIES Standards of Proficiency Code TECHNICAL Be able to demonstrate the following, relevant to the modality or area of specialisation in which he/she wishes to be recognised 3a.2p understanding of the principles associated with a range of tests/techniques employed in the speciality detailed test practice perform, limited to patients Core blood hook-up cardiac follow-up Additional heart pumping, pacing, catheter 3a.2p knowledge of the standards of practice expected from these tests/techniques 2b.4p experience of performing these tests/techniques 2a. knowledge of data storage and retrieval specific to each speciality 3a. understanding of the safe operation of profession specific equipment 2b.4p the ability to solve problems that might arise during the routine application of these tests/techniques (troubleshooting) a
Recognizes that flexible endoscopes and accessories should be stored in a manner that minimizes contamination and protects the device or item from damage. Stores flexible endoscopes in accordance with the endoscope and storage cabinet manufacturers’ IFU. Does not store flexible endoscopes in their original shipment cases. Stores flexible endoscopes with all valves open and removable detached, but stored with the endoscope. Clearly identifies processed endoscopes by [facility-specific visual cue]. Visually inspects endoscopes and storage cabinets for cleanliness before placing endoscopes into or removing them from the cabinet. Reprocesses the endoscope before use if there is any evidence of contamination of the endoscope (eg, soil, moisture). Removes and reprocesses all endoscopes in the cabinet and cleans the cabinet if is any evidence of contamination of the cabinet (eg, wet spots, soil, fecal odor). Wears clean, low-protein, powder-free, natural rubber latex gloves or latex-free gloves when handling processed endoscopes and when transporting them to and from the storage cabinet. Recognizes that sterile gloves are not required for handling processed flexible endoscopes unless the endoscope is intended to be placed on a sterile field. Removes and reprocesses the endoscope if [facility-specific maximum storage time] has been exceeded. Cleans and disinfects the storage cabinet used for flexible endoscopes according to [facility-specific policy].
Name: Date: Competency Statement: The perioperative RN has completed facility- or health care organization-required education and competency verification activities related to recommended preoperative patient skin antisepsis in the perioperative setting.1 Guideline for preoperative patient skin antisepsis. In: Guidelines for Perioperative Practice. Denver, CO: AORN, Inc; 2015:43-66. Outcome Statement: The patient is free from signs and symptoms of infection.2 Petersen C, ed. Infection. In: Perioperative Nursing Data Set. 3rd ed. Denver, CO: AORN, Inc; 2011:254-276. Competency Statements/Performance Criteria Verification Method [Select applicable code from legend at bottom of page] Not Met (Explain why) DEM/ DO/DA KAT S/SBT/ CS V RWM/ P&P O Verbalizes that preoperative patient bathing and skin antisepsis products are approved by [facility-specific personnel]. Acknowledges that only bathing and skin antisepsis products approved and provided by the health care organization will be used. Leaves hair at the surgical site in place when feasible, and removes only in select clinical situations. Selects a safe, effective, facility-approved preoperative antiseptic for the individual patient. Applies the preoperative patient skin antiseptic in a safe and effective manner. Identifies location of safety data sheets for skin antiseptics in the perioperative practice area. Describes procedures for storage and disposal of flammable skin antiseptics and recognizes that storage and disposal procedures are on local, state, and federal regulations. Instructs the patient to bathe or shower before surgery with antiseptic or soap and frequency] on the day of surgery and to follow the product manufacturer’s instructions for use;
Performance Monitoring Competency 3: Use indirect measures of behavior & summarize findings Competency Criterion Rating Performance Feedback Given on ___/____/___ 1. Select and discuss a case when meeting with supervisor in order to select target behavior for change. Brought and discussed a case Met the criterion (at least 90 % of the trials) Did not meet the criterion 2. Operationally define a target behavior on its function or topography that include measurable dimension of the behavior (Occurrence, Frequency, Intensity, Duration, Latency) The operational definition is: Technological (passed the stranger rule) Observable (passed the Dead Man’s test) Measurable (includes measurable dimension of the behavior) Includes exclusionary factors (e.g. a student can leave his or her seat if given permission) if needed Met the criterion (at least 90 % of the trials) Did not meet the criterion 3. Choose the most valid and reliable rating scale available to the supervisee Used literature review to choose a rating scale that is the most valid from the available rating scales Met the criterion (at 90 % of the trials) Did not meet the criterion Presenting the rating scale to the target individual Discussed the purpose of the rating scale with the target person Explained how to complete the form by going over each item Asked for questions and answered the questions posed correctly the target person to complete the first 5 items Yes No Yes No Yes No Yes No To meet the criterion 4 Yeses must be scored in two consecutive meetings Did not meet the criterion Scoring, graphing, and writing interpretation of rating scale results Scored the form correctly Correctly graphed the results using an appropriate graph Graph included the following components Correctly plotted DV Y and X axis labels Title Wrote the interpretation of the results by following the provided guidelines for write-up by supervisor Made the corrections within timelines set by the supervisor Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No