zilongwang/ReadingBank huggingface dataset:
October Business Items: Education/Program: Welcoming Activity/Recreation: November Business Items: Education/Program: Welcoming Activity/Recreation: December Business Education/Program: Welcoming Activity/Recreation: January Business Items: Education/Program: Welcoming Activity/Recreation: February Business Items: Education/Program: Welcoming Activity/Recreation: March Business Items: Education/Program: Welcoming Activity/Recreation: April Business Items: Education/Program: Welcoming Activity/Recreation: May Business Items: Education/Program: Welcoming Activity/Recreation: June Business Items: Education/Program: Welcoming Activity/Recreation: July Business Items: Education/Program: Welcoming Activity/Recreation: August Business Items: Education/Program: Welcoming Activity/Recreation: September Business Items: Education/Program: Welcoming Activity/Recreation: 4-H ANNUAL FINANCIAL REPORT Name of 4H Club/Group: Today’s Date (mm/dd/yy)________________
Municipal Medicaid Service Documentation Form School District Name/Provider #: Service Period, Year XXX School District: Provider # 1234567 August, 2002 Student Name: D.O.B. Jane Doe 08/28/88 Student Medicaid/ID # OR other child specific identifier 123-45-6789 Date Activity/Procedure Note Individual (I) or Group (G) Service time 8/5/02 High kneeling emphasizing control of movement to stance, skipping, and abdominal stren I G 30 min. 8/7/02 Scooter boards, balance activities on one foot and balance beam walking I G 30 min. 8/9/02 Skipping, obstacle course and upper extremity reaching in prone with fine motor manipula I G 30 min. 8/12/02 child absent I G 8/14/02 I G 8/16/02 I G 8/19/02 I G Provider's Signature Supervising Professional's Signature (Required for Registered Physical Therapist services provided "under the direction of") Title Date
Quarterly Claim Certification Quarterly Claim Calculation Summary Quarterly Claim Calculation Quarterly Specialized Transportation Calculation Capital Calculation Fringe Benefit Calculation Detailed Expenditure Report State-wide Summary Worksheet for Out of District Schools Time Study Summarization Claims are submitted to: Univ. of Mass. Medical School Municipal Medicaid Program 100 Century Drive Worcester, MA 01606
Strategies: Small number of action oriented staff performance objectives. Barrier Action Steps Person Responsible Timetable Budget In-Process Measure 1. Instructional Design and Assessment lacks rigor 1. Continue to provide training in backwards by design lesson planning. 2. Through teacher monthly meetings and staff meetings communicate clear expectations and provide feedback. 3. Feedback on classroom observations UbD Teacher Leadership Team Principal & Assistant Principal Teachers sharing units and lessons at Faculty Meetings Admin Team October 16, 2015 In-Service day Monthly All Faculty Meetings None Exit Card and Follow-up task from October 16, 2015 PD Day Feedback on redesigned Units 2. 1. 2. 3. 3. 1. 2. 3.
EVALUATION – Outcome Measures and Reflection-begin with the end in mind. Qualitative and Quantitative Professional Practice Outcomes: Measures the level of implementation of professional practices throughout your school. Where do you want your teachers to be? What tools will you use to measure the implementation of your strategies? What tool will be used to measure progress throughout the year? Use real percentages and numbers. Qualitative: As a result of our focus on understanding and implementing the standards to their fullest extent by using extended thinking strategies, rigorous instruction where all children learn at high levels and Understanding By Design Stages I and II, administrators and teachers will observe an increased quality of student oral responses, successful achievement of the transfer task and higher quality lesson plans. Quantitative: 100% of teachers will show effective implementation of the Core Knowledge curriculum in classroom walkthroughs, observations and in lesson plans. Instruction in all classes will be aligned to the fullest extent of the Florida Standards in 90% of all classroom walkthroughs. Qualitative and Quantitative Student Achievement Expectations: Measures student achievement. Where do you want your students to be? What will student achievement look like at the end of the school year 2015-16? What tools will be used to measure progress throughout the year? Qualitative: Student extended response and engagement (Visible Learning) will be noted and monitored through classroom walkthroughs and teacher observations which will be shared with the staff through monthly meetings, and team meetings. Quantitative: As defined in our charter contract, Sculptor students will continue to meet or exceed the state and district mean scale scores/mean T scale scores in ELA, Math, Science and EOCs as measured by the Florida Standards Assessment (FSA) 2016. On the 2016 FSA assessment, 75% of all students will make learning gains in reading. On the 2016 FSA assessment, 65% of all students will make learning gains in math. (These learning gain scores will be revised once we have the 2015 FSA data that measures learning gains.). Part 2: Support Systems for Student Achievement
Record expenditures for catering services provided by an outside vendor. Record payments for pupil transportation made to common carriers or to parents in lieu of transportation. Record the expenditures for lodging and admission tickets for students and staff on field trips. Record the tuition for students attending instructional programs at a community college. Record expenditures to nonpublic, nonsectarian schools for the education of exceptional children for whom appropriate services are neither available nor can be provided. NOTE: Expenditures for excess and/or deficits in special education programs paid to provider school districts, county offices or JPAs should be charged to objects 7141–7143, Other Tuition. Record expenditures for all advertising, including advertising for items such as bond sales, contract bidding, and personnel vacancies. Record expenditures for judgments, penalties, legal advice, attorneys, hearing officers, elections, audits, and other similar costs. Record expenditures for services provided, such as administration, bus transportation, audiovisual, and library. Record assessments for other than capital improvements, including state assessment for nonuse of school sites. Record expenditures for surveys and appraisals of sites that are not purchased. Expenditures for surveys, appraisals, and assessments in connection with site purchases and/or improvements are recorded under Object 6100, Land, and Object 6170, Land Improvements. Record expenditures for fees charged to LEAs by other local governmental agencies, such as counties, cities, and special districts, for required services. Such fees include those charged for health, building, and operating inspections and permits, plan reviews, and utility connection fees. These charges typically relate to emissions, fuel-tank operations, hazardous waste generation, chemical storage, food safety, water safety, and fire safety. Examples of departments and special districts that assess these fees include Air Pollution Control, Environmental or Public Health Services, Fire Department, and Public Water Control.
Have paid Membership dues by three (3) months after completion of Mainstream instruction. No interruption in Full Membership unless approved by the Board of Directors. Charter Membership is irrevocable after three (3) years of Full Membership. 2. ECR dues Dues shall be determined by the Board of Directors. Membership dues are due October 1st of each year and shall be effective for one year. Dues not paid by October 15th shall be considered delinquent. Membership dues paid at any other time of the year may be prorated. 3. Membership benefits: Associate Membership includes fellowship in the organization; participation in and reduced fees for selected activities and special events; communications of pertinent information. Full Membership includes fellowship in the organization; participation in and reduced fees for selected activities and special events; communications of pertinent information; voting privileges; a copy of the Bylaws; a badge; the ability to serve on committees and hold office. 4. Loss of Membership Associate Members may lose their Membership if they are absent from class for four (4) consecutive weeks. In addition, an Associate Member may lose Membership if his/her level of skill is such that it seriously impedes the progress of the class, as determined by the Board of Directors. Full Members shall lose their Membership for failure to pay dues. All Members are subject to loss of Membership for an unwillingness to change undanceperson- like behavior, as defined by the Board of Directors, or for damaging the reputation of ECR. 5. Procedure for Removal of a Full Member From the of Directors: Removal of a Member of the Board of Directors should be considered only for repeated absence from scheduled Board of Directors meetings (except when due to illness or bereavement) or a serious offense, such as violation of the ECR Charter, incompetence, or damage to ECR's reputation. Impeachment proceeding can only be initiated by a Full Member and must include the following steps: A letter of explanation, signed by the Member(s) initiating the procedure, stating the reason(s) for impeachment must be presented to the Board Member concerned and to at least one other Board Member. Within one (1) week of receipt of the letter, the Board of Directors must set a date for a special or general meeting of the Membership that is not more than one (1) month from receipt of the letter. Notice of the meeting and the way it is conducted will follow in Article IV (General
Section XIII: Virtual Charter Applicants Section XIV: Nonprofits operating more than one school in Louisiana Section XV: For applicants applying for more than one charter school Appendix A – Evidence of Community Partners Appendix B – Discipline Policy Appendix C – Job Descriptions for all Leadership Positions Appendix D – Resumes for all Identified Leadership Team Members Appendix E – Quote letters from possible insurance providers Appendix F – School Organization Chart Appendix G – Staff Roster Appendix H – Personnel Policies or Employee Manual Appendix I – Curriculum to be used by the school Appendix J – Course Scope and Sequence for One Grade in Each School Level Appendix K – School Calendar & School Day Schedule Appendix L – Teacher Evaluation Rubric/Tool Appendix M – Resumes of all Board Members Appendix N – Charter School Board Member Questionnaire Appendix O – School Leadership Evaluation Rubric/Tool Appendix P – Bylaws Appendix Q – Conflict of Interest Policy Appendix R – Optional Letters of commitment from private sources Appendix S – Budget Forms 1-4 submitted as a separate excel file Appendix T – Timelines and Schedule for Pre-Opening Appendix U – Third Party ESP School Performance Data Chart Appendix V – Most recent Financial Audit of third party ESP Appendix W – Most recent annual report of third party ESP Appendix X – Draft of Management Agreement with Third Party ESP Appendix Y – Most recent financial of corporate partner Appendix Z – Most recent annual report of corporate partner Appendix AA – Draft Memorandum of Understanding with Corporate Partner Appendix BB – Approved board minutes approving draft MOU with Corporate Partner Appendix CC – Virtual Charter Testing Plan Appendix DD – Policy Acceptable Use of Technology
Co-applicant(s), if any (add rows if needed): Name Title & Affiliation Signature *add rows as needed Executive Committee Current members (if applicable) (name/title/affiliation Proposed members (name/title/affiliation *add rows as needed Board Current members (if applicable) (name/title/affiliation) Suggested members (name/title/affiliation) *add rows as needed Advisory Committee Current members (if applicable) (name/title/affiliation Proposed members (name/title/affiliation *add rows as needed Proposed Membership Full members (for each name tick boxes to indicate the nature of the member’s intended involvement) title, of Will of the Will join in projects or clusters Will encourage grad or undergrad students to be involved Will help design or deliver offered by ORU Will obtain research admin support at ORU for grant applicants, events or other Will have external research funding by ORU Will be actively involved in ways (please specify) Will join a committee or of the ORU Would like office or other space at the ORU if available (provide details of space request) ,
Smith YES Example: Promote active of Grad students in ORU events and activities Give Example: Grant should include an admin support and or allow Example: List the name of grant that will require ORU support. Example: Promote the mandate of the ORU with wide range of network connections, etc. Example: Will participate in student outreach events, or new recruitment for the institute Example: New Grant that will be hosted in the ORU, requires office space or lab space *add rows as needed Other members (name, title, affiliation) *add rows and categories of membership as needed the ORU’s progress toward fulfilling its mandate or meeting charter expectations during its current term (for existing ORUs only; 5 max). Proposal Describe the most promising research opportunities for the ORU over the term of the proposed charter. 5 pages max; see Guide for additional instructions on content) Describe any benefits of the ORU and its activities that have not been fully captured by the information in 10(a) above (optional - up to 1 page) Define the expectations, projected deliverables, and evaluation metrics for the proposed charter period. (2 pages max) (Identify proposed Director or provide rationale for internal or external search) Appendices:
| 17 N SECOND STREET, | Ph Fx W www.banking.state.pa.us GUIDELINES FOR NEW CHARTER APPLICATIONS TABLE OF CONTENTS Section Page(s) General Instructions 1 Banking Code Requirements 2 Through 8 Application Form and Representations of Incorporators 9 Through 12 Addendum to Application: Attachments I Through VIII 13 Through 24 Attachment VIII (Biographical Report) Attachment IX (Financial Report) Note: Attachments VIII , IX and Sample Bylaws are in separate files not directly attached to this document. September 2012
7. Miscellaneous (1) A person on ceasing to be a member of the Tribunal or the Panel shall not be eligible for appointment as a member of that body. (2) A person not, if otherwise eligible, be a member of both the Tribunal and the Panel, and a person who acted as a member of the Panel, with respect to a matter shall not act as a member of the Tribunal with respect to that case or any other case. 8. The proceedings of both the Tribunal and the Panel shall not be invalidated by any irregularity in the appointment of any member or vacancy in the membership of the bodies not by reason of the fact that any person who was not entitled to do so took part in the proceedings of the body. 9. Any document authorized or required by virtue of this Act to be served on the Tribunal or the Panel shall be served on the Registrar appointed in pursuance of section 8 of this Act. 10. Any expenses of the Tribunal or the Panel shall be defrayed by the Institute. _________________________ CHARTERED INSTITUTE OF PURCHASING AND SUPPLY MANAGEMENT OF NIGERIA (ESTABLISHMENT) ACT SUBSIDIARY LEGISLATION ______________________ No Subsidiary Legislation ________________________
Associate election date: DD/MM/YY Note: This application form must be completed in accordance with . Failure to follow instructions delay your application. EDUCATION Please list any education that you may have completed since your election to the Associate class. If you wish to add additional courses please include them at the end of the application form under ‘additional information’. University/College: Course: Date commenced: DD/MM/YY Date completed: DD/MM/YY Full time Part time Undergraduate Post graduate University/College: Course: Date commenced: DD/MM/YY Date completed: DD/MM/YY Full time Part time Undergraduate Post graduate EMPLOYMENT HISTORY Document all your planning related roles in chronological order, starting with the most recent experience. If employed by the same organisation in multiple roles, you should list each role separately. Refer to this information as the basis for your PES. If you have more than 3 positions, please include this information at the end of the application form under ‘additional information’ Company: From DD/MM/YY to DD/MM/YY Job title: Full time Part time add responsibilities add responsibilities add responsibilities add responsibilities Company: From DD/MM/YY to DD/MM/YY Job title: Full time Part time add responsibilities add responsibilities add responsibilities add responsibilities
PARTICIPANT REGISTRATION FORM LastNam…………………….……………. FirstName………………….……………………… Address……….………………………………………………………………..…………….. Membership Club / role ………..……………………………………………………………………………… Partner ….…………………………………………………………………..………………………………………………… Email…………………………….……………………………….Telephone………………………..….………. SUBSCRIPTION FEE. Welcome Dinner - Friday 26th October – Ristorante Gaffurio, Lodi € 30,00 - nr. of person…………. – Total €……………….. Light Lunch Saturday 27th October – Ristorante Castello, Lodi € 25,00 - nr. of person…………. – Total €……………….. Gala/Foundation Dinner Saturday 27th October – Ristorante La Coldana, Lodi € 55,00 - nr. of person…………. – Total €……………….. _________________________ Total bank transfer €………………..
policy and notices. k. Section 504 compliance. l. Allowable purchases and purchasing authority. 3. Material revisions to the charter have been approved by the governing board. F. Parent and Staff Involvement 1. is a process in place that ensures that parents, teachers and staff may provide input regarding the effectiveness of the charter school. Governance — Risk Analysis 1. the number of items in this section that received a response of “No.” 2. Use the key below to determine the level of risk to the charter school’s operations. 0 – 4 5 – 9 10 – 13 14 + Low Moderate High Extremely High Total “No” Responses
The Applicant Review Team (ART) collectively to assess the quality of each application using a standards-based rubric that identifies quality criteria within a variety of domains. Each of these domains is represented in an application section, detailed below. DPS’s quality criteria have been established in partnership with a variety of local and national experts and in consultation with exemplars and research. The rubric used to evaluate this application is available of on the DPS website at . If you have questions or concerns during the process, please contact Joe Amundsen or at practice
HIM 205 Chargemaster Layout File Based on the information provided, answer the following questions Charge Code Item Description General Ledger Key HCPCS Medicare HCPCS Medicaid Charges Revenue Code Activity Date 4967893 CT of the head w/o contrast 3 70450 70450 500.00 0511 1/1/08 4968765 CT of head w/ contrast 3 70460 675.00 0511 1/1/08 What dept is identified in the three digit rev code? What does the 4th digit “1” indicate? How are charge codes assigned? What does the general ledger key identify? Charge Code Item Description General Ledger Key HCPCS Medicaid Charges Revenue Code Activity Date 495258 ED Visit 3 99283-25 550.00 0456 8/5/08 495258 Radiologic exam, forearm, 2 views 3 73090-LT 285.00 0456 8/5/08 495258 Short Arm splint 3 29125-LT 175.00 0456 8/5/08 1) What are the charges for the facility in this case? 2) What does the modifier 25 appended? 3) Will the organization receive reimbursement for all their charges? 4) If the term “bilateral” is inherent in the item description, would the “lt” be assigned? Or would you assign a “unilateral” CPT code?
High Level Risks Project Risk Potential Impact Possible Mitigation Technical: Completing the contracting and procurement processes for Live Stories and GIS add-ins. Publication requires coordination with internal IT unit Software interface is limited Delay in completing CHA Cannot use these tools to publish CHA Start contracts early Coordinate with IT early Have a back-up plan in place for data display PH team is pulled away from the project to handle an emergent situation. Delay in completing CHA Loss of momentum/community engagement Loss of trust – Public Health seen as having poor follow-through Communicate regularly with stakeholders Be transparent with stakeholders about reasons for any delays Investigate other staffing resources as needed PH team unknowingly crosses a political boundary that stops or delays their work. Unable to proceed with full of work Loss of trust (from external or internal stakeholders) Relate focus of LC and the 8 domains of livability back to health and role of Public Health and LHNC in promoting community health Communicate regularly with stakeholders Summary Milestone Schedule Confirm core set of LC indicators Complete data collection Complete data analysis Incorporate LC data into 2018 CHA Share 2018 CHA Project Authorization The project team is authorized to proceed with the project as outlined in this project charter.
Example 7: The difference between a budget costing and a tax expenditure The diagram below shows the difference between a tax expenditures estimate and a revenue estimate for the budget. The axes of the chart are the tax base and the tax rate and the areas shown in the chart represent tax revenue. If in period 0 an activity is subject to a non concessional effective tax rate t0 and at that tax rate the tax base is b0 then revenue from this tax is equal to the area A + B. If a tax concession is provided for this activity that reduces the effective tax rate to t1 and as a result activity increases to a new level of b1, the total revenue collected will now be equal to area A + D. In this example the budget impact of the measure would be the difference in revenue collected (A + D) — (A + B) = (D — B). On the other hand, for measuring tax expenditures, the benchmark effective tax rate is t0, so before the tax change there is no tax expenditure. When the effective tax rate is reduced to t1, a tax expenditure is created equal to the difference between the benchmark tax rate and the new tax rate (that is, t0 — t1) times the new tax base (that is, b1). This is equal to area B + C in the diagram. B: The following are standard conventions for the preparation of fiscal costings: Costings will focus on the effect of a policy on the Australian Government’s key Budget aggregates (both cash and accruals). They will be produced in a manner consistent with normal Budget costing methodologies. Economic data and forecasts used in the preparation of costings will be consistent with the preelection economic and fiscal outlook report. Costings will be on a current price basis. Costs will be on a June financial year basis and costings will be provided for the current financial year and the following three financial years. Full year, part year and one off effects (the steady full year cost will be made clear) will be distinguished. Costings will generally be best point estimates. However, in some cases the Secretaries may consider it appropriate to report ranges rather than point estimates.
1 Not Yet Meeting 2 Minimally Meeting 3 Meeting 4 Exceeding Understanding & Application of Knowledge /8 Does not demonstrate an understanding of content while inadequately applying it to the project and its expectations. Demonstrates little to no critical thinking. Demonstrates a basic understanding of content while satisfactorily applying it to the project and its expectations. Demonstrates limited critical thinking. Demonstrates an understanding of content while applying it to the project and its expectations. Demonstrates critical thinking. Demonstrates an exceptional understanding of content effectively applying it to the project and its expectations. Demonstrates spectacular critical thinking. Research Skills & Relevance of Information /8 Evidence of research and research skills is unclear or not present. Information is not current. Information is not relevant. Evidence of research and research skills is minimal, but present. Information is mostly current. Information is questionably relevant. Evidence of research and research skills is apparent. Information is current. Information is relevant. Evidence of research and research skills is unmistakable and clear. Information is current. Information is relevant and significant. Organization, Grammar, Spelling & Clarity /4 Information is not organized or clear. Grammar and spelling often interfere with intent and meaning. Information is somewhat organized and clear. Grammar and spelling sometimes interfere with intent and meaning. Information is organized and clear. Grammar and spelling issues do not interfere with intent and meaning. Information is effectively organized and clear. Grammar and spelling issues do not interfere with intent and meaning. Completion /4 The project is mostly incomplete. This project is missing substantial portions This project has met most of the criteria for completion. The project is complete as it includes all necessary applicable criteria PROJECT RUBRIC _____/24 STUDENT NAME(S)____________________________________________________ TEACHER COMMENTS:
15 How effective is the school at involving parents, teachers, and community members in the governance of the school? Evaluation: Excellent 5 4 3 2 1 Unsatisfactory How do you know? Which are the strongest features, and why? What most needs improvement, and what action is being taken? 16 How effective is the school at ensuring fiscal soundness and legal compliance? Evaluation: Excellent 5 4 3 2 1 Unsatisfactory How do you know? Which are the strongest features, and why? What most improvement, and what action is being taken?
MPOs and LCAP Goals MPOs Insert the MPOs for the charter term review (2013/14-2017/18). If the Collective MPOs were adopted, this section should include two sets of charts. The first chart should include the data for the former MPOs for the first two years of the charter term (2013-14 and 2014-15); and, the second chart should include the data for the Collective MPOs for the 2015-16 and 2016-17 school year and, if available, for 2017-18. For each MPO, include an analysis as to whether the goals were “met” or “not met” and explain why or why not. Specifically, provide the goal, target, instrument, and data achieved/results. If the data achieved/results are unavailable, please provide a brief explanation. For example, if the specific instrument listed is no longer in use, please indicate “no longer available/given”. If multiple assessments, grade levels, or subgroups were included in a single goal, please make sure to include the specific target and data achieved/results for each assessment, grade level, and/or subgroup. LCAP In regard to the LCAP goals you have had in place for the past two years, please address the following: A review of the progress towards the goals included in the charter, an assessment of the effectiveness of specific actions toward achieving those goals, and a description of the changes to the specific actions the charter school will make as a result of the review and assessment. A listing and description of the expenditures for the fiscal year in implementing the specific actions included in the charter as a result of the reviews and assessments. (Education Code section 47606.5.)
Contract Approval Proof of Concept Build Applications Soft Rollout – Testing Develop Training Plan Rollout 5.0 5.1 US Dept of Ed $19,997,450 IES SLDS Grant PED/HED/DWS $4,000,000 In-Kind Staffing and other costs 5.2. - 1 2 3 NM-ACHIEVeS System $ 4,387,950 $ 3,745,500 $ 2,993,000 $11,126,450 NM-ACHIEVeS Data $ 220,500 $ 1,838,000 $ 1,334,000 $ 3,392,500 NM-ACHIEVeS Reporting $ 1,388,750 $ 937,500 $ 331,250 $ 2,657,500 Project Learn $ 750,000 $ 0 $ 0 $ 750,000 eTranscript System $ 300,000 $ 100,000 $ 0 $ 400,000 Centralized Student Information System $ 780,000 $ 745,500 $ 145,500 $ 1,671,000 5.3
M,D,E NM-ACHIEVES - D01 Periodic PCC reviews. M NM-ACHIEVES - D02 Periodic IV&V reviews. M NM-ACHIEVES - D03 Periodic Funding Requests. M NM-ACHIEVES - D04 Districts, schools, students participate and buy in to the objectives of the NM-ACHIEVES project. E NM-ACHIEVES - D05 Consulting Partner fulfills all project tasks and deliverables on time. E 9.0 – AS1 Project buy-in Stakeholder participation and buy-in. – AS2 Availability Project leadership will have adequate time for project planning activities. – AS3 Decision Making Stakeholders will make decisions in a timely manner to support the project schedule. – AS4 Collaboration. Individuals with different requirements and perspectives will work together to design an overall plan for improving the management of data and information for the State. – AS5 Team Participation. Project Team members will be assigned and allowed to the proper amount of their time to complete their assigned tasks within a reasonable timeframe.
Word In Context (page and paragraph number included) What do you think it means? How did you figure it out? (What context or other clues did you use?) Conformation – Were you correct or incorrect (definition of the word from dictionary) As I have been alluding to, my one saving grace is distraction. (Pg. 2 Paragraph 14) Hinting or suggesting Death had already mentioned that he looks at the colors to relax when he comes for a person in paragraph 11. CORRECT! To make an indirect reference People observe the colors of a day only at its beginnings and ends, but to me it’s quite clear that a day merges through a multitude of shades and intonations, with each passing moment. (pg.2 paragraph 13) Brightness or darkness of a color Paragraph 13 is describing how colors change throughout the day; they might go from dark to light as the sun comes up or dark when it goes down. Incorrect The rise and fall of the voice as someone speaks It’s the story of one of those perpetual survivors- an expert at being left behind. Doing something a lot or over and over again If she is an expert at being left behind she must have experience with it. CORRECT! Continuing or lasting for an indefinitely long time *Some fanatical Germans (pg. 2 paragraph 22) Being a intense fan of something It has the root word ‘fan’ in it and many Germans during WW2 were so proud to be German they thought they were better than everyone else. CORRECT! surpassing what is normal or accepted in enthusiasm for or belief in something; excessively or unusually dedicated or devoted
Charting Multiple Text Text Information What is the text’s big issue? What claim does the text make? What are the examples/quotes from the text? What do you think about the text’s claim? What are your examples? How does this other text connect to other texts? Title: Genre: Author: Title: Genre: Author: Title: Genre: Author: Title: Genre: Author:
In the RENAL/UR All section under Catheter Interventions - Peri-care/catheter care has been added to the dropdown list. In Self-Care (ADL) under Hygiene/ADL Interventions – removed catheter care but left perineal care. On the ALL DOCS and Interventions tabs under Skin Section – Pressure Ulcer Care/Interventions, ”Mouth Care/Interventions”, and “Skin Breakdown Control” have been moved up to display just under Incision/Wound template. On the ALL DOCS and INTERVENTIONS tabs under FALLS RISK/SAFETY RISK All – FALLS RISK/SAFETY RISK Assessment is now in all caps “Falls/Injury precaution”, “Violence control”, and “FALLS RISK/SAFETY RISK Injurious behavior” have been moved up above the Fall Event templates. On ALL DOCS and on INTERVENTIONS tabs under Metabolic/Isolation – Removed “Reverse Isolation” and added “Enhanced Precautions” and “Discontinued”. On VITALS I&O – Interventions sections - removed “Interventions”.
Worksheet—Defining Chartism Examine the sources included with this worksheet. Consider how they help you answer the key question: Use this table to record your ideas : Handbook of the People’s Charter 1848 : Newspaper accounts of riots in Preston, 1842 :
Allergies: NKA Scheduled & Routine Drugs Date of Order: Medication: Dosage: Frequency: Hours to be Given: Dates/Times Given/Initials: Rivastigmine (Exelon) 4.6 MG transdermal system daily 0900 Monday/ JMC Tuesday/ JMC Wednesday/ JMC Thursday - discontinued Atenolol (Tenormin). 50 mg daily 0900 Monday/ JMC Tuesday/ JMC Wednesday/ JMC Zolpidem tartrate (Ambien) 5 mg every evening 2000 Monday/ LR Tuesday/ LR Wednesday/ LR Rosuvastatin calcium (Crestor) 20 mg 2000 Monday/ LR Tuesday/ LR Wednesday/ LR Rivastigmine (Exelon) 9.5 mg transdermal system daily 0900 Thursday/ JMC Friday/ JMC Prozac 10 mg daily 0900 Thursday/ JMC Friday/ JMC
Social History Sold home and moved into this facility 4 months ago Husband died 4 weeks ago Race: Religion: Baptist Medication brought from home: All medications listed in Provider Orders Consults Comprehensive care team Assisted living staff Treatments Diagnostic Studies Lab – RPR, TSH, CBC with differential, B12, folate, LFT Activities of Daily Living Needs reminders. Aide comes 3x/week to help with bathing. Meals Breakfast and dinner in the community dining room May need to bring her to dining room and supervise. Has lost weight. Medical Reconciliation Form Source of medication list (check all that apply) patient medication list, patient/family recall, pharmacy, PCP list, previous discharge paperwork, MAR for facility Allergies: NKA Medication Name Dose Route Frequency Last Dose Continue/DC C DC Provider Signatures Date/Time Initial Provider Signature Nurse Signatures Date/Time Initial Nurse Signature Reviewed on Transfer by: Reviewed on Discharge by: Date: Date: Scan to Pharmacy Time: Date:
Creatinine 0.9 mg/dl 0.8 – 1.4 mg/dl Hematology Blood Cells 13 th/uL 4-10 th/uL Hematocrit 48% 38 – 43% Hemoglobin 13 g/dl 12 – 16 mg/dl Medication Administration Record Allergies: Sulfa Scheduled & Routine Drugs Date of Order: Medication: Dosage: Route: Frequency: Hours to be Given: Dates/Times Given/Initials: Aricept 10 mg PO q hs 2100 Tuesday TJF Azithromycin 500 mg IV q day 1600 Tuesday TJF Wednesday LS Spironolactone 50 mg PO q day, hold if systolic BP is less than 90 0900 Wednesday LS PRN Medications Date of Medication: Dosage: Route: Frequency: to be Given: Dates/Times Given/Initials: Ibuprofen 300 mg PO q 6 hours PRN neck pain Tuesday/ 2200 TJF
Diagnostic Studies Lab – CBC & Chem 7 on admission Radiology – chest X-ray every day Activities of Daily Living As tolerated, self-directed Discharge Planning Discharge to home Intake and Output Tuesday Day 1: Wednesday Day 2: In Out In Out 11-7 400 260 7-3 786 300 3-11 763 300 Daily Total: +436
Patient Name: Judy Jones Physician: Annette Parks, MD/Medical Team B Diagnosis: Pneumonia Age: 85 Gender: Female Height: 5’7” Weight: 115 lbs Major Support: Daughter Karen Jones Phone: 555-555-5555 Karen (daughter) 555-555-5566 Type of Operation: None History: Hypertension, cervical spondylosis, hyperlipidemia, and dementia (short term memory issues, sequencing and executive functioning deficits) Advanced Directives: No Allergies: Sulfa Fall Precautions: High Isolation Precautions: Standard Restraints: No Diet: Regular Monitoring Vital signs – Q4h Call if heart rate is greater than 120 beats/min Medication Oral medications Respiratory Incentive spirometry 10 times every hour while awake Social History Widowed Lives at home with her daughter Karen Her two sons live approximately one hour away Race: Religion: Baptist Medication brought from home: None Consults Treatments Diagnostic Studies Activities of Daily Living As tolerated, self-directed Discharge Planning Transfer to Rehabilitation Center tomorrow
452 USDA Commodity Foods (FC1-A Line #127) Record cost of USDA Commodity Foods as used from inventory. 453 Food Processing Supplies (FC1-A Line #128) Include amounts for School Food Service food processing supplies and for other supplies not classified above. The description of the full account code should specify the type of supplies being purchased. NOTE: School Food Service supplies MUST be coded to object code 453. 454 Inventory Loss (FC1-A Line #129) Include amounts that are incurred on damaged items for which no refund or reimbursement is received (Spoilage-USDA Commodities). 455 Meal Sales Discount (FC1-A Line #130) Include the discounted portion of sales for discounted Child Nutrition Program meals. 459 Other Food Purchases (FC1-A Line #131) Include amounts expended for other food purchases not classified above. Expenditures for local school board meetings should be charged here. 461 Furniture and Equipment - Inventoried (FC1-A Line #132) Include expenditures for the initial, additional and replacement costs of equipment for both instructional and support areas whose small unit cost and/or lease/purchase arrangement makes it inadvisable to capitalize the item. Use this code only if you will inventory the items purchased. If not inventorying the item, use 411 – Supplies and Materials instead. 462 Computer Equipment - Inventoried (FC1-A Line #133) Include expenditures for computer hardware whose small unit cost and/or lease/purchase arrangement makes it inadvisable to capitalize the item. Use this code only if you will inventory the items purchased. If not inventorying the item, use 411 – Supplies and Materials instead. 471 Sales and Use Tax Expense (FC1-A Line #134) Include the amount of sales and use tax expense if not included with the primary expenditure/object code. 472 Sales and Use Tax Refund (Contra-expenditure) (FC1-A Line #138) Include the amount of sales and use tax refunds received from the NC Department of Revenue. 541 Purchase of Furniture and Equipment - Capitalized (FC1-A Line #11 or #13) Include expenditures for the initial, additional, and replacement items of capitalized equipment such as furniture and machinery; including lease/purchase, for both instructional and support areas.
Name _____________________________________________________ Date _______________ Foundation Assessment Foundation Standard 1: Academic Foundation 1.32 Analyze diagrams, charts, graphs & tables 1.33 Record time using the 24-hour clock Cancer Trends 2007 Summary Table: Prevention – Smoking Trend key: solid green - headed in the right direction dotted red - headed in the wrong direction dashed black - stable or non-significant change (NSC) Age at smoking initiation 1990-2005 Youth smoking 1991-2005 smoking 1991-2006 Average age of use of cigarettes for respondents aged 12–17 years. Percentage of high school students grades 9–12 who were current users of cigarettes. Percentage of adults aged 18 years and older who were current cigarette smokers. Rising, then stable, then NSC NSC, then falling Falling Rising Falling Falling Most In 2005, the average age at use among people 12 and older was 15.5 years. Among 12- to 17-year-olds, the average age was 12.6. Among those 18–25, the average age was 14.8. Among high school students in 2005, 23% were current cigarette smokers. In 2006, 20.8 percent of adults were current cigarette smokers. When and how high was the highest percentage of high school smokers? 26% in 1991 13% in 1996 39% in 1997 23% in 2005 What has seen the greatest percentage decline in cigarette smoking from 1991 to 2005? Ages 8-11 Junior high school High school Adult What percentage of people suffering from HIV/AIDS were in Africa in 1998? 42% 49%
Potiphar’s House Meets the Butler and the Baker Two Children Born Brothers, Benjamin Arrive Goshen 17 Yrs. Jacob Arrives 1877 Jacob Dies 1860 Age 17–19 (2+ Yrs.) Age 19–30 (11 Yrs.) Age 30–37 (7 Yrs.) Age 37–44 (7 Yrs.) Age 44–110 (70 Yrs.) 1901–1898 bc 1898–1887 bc 1887–1880 bc 1880–1873 bc 1873–1807 bc Steward Interpreter PRIME MINISTER Chart No. 18 STRUCTURE OF EXODUS “The Formation of the Nations” CONFRONTATION IN EGYPT CONSECRATION AT SINAI CONSTRUCTION OF TABERNACLE Persecution chs. 1–6 Plagues chs. 7–12 Pilgimage chs. 13–19 Commandments Judgments Ordinances Designed chs. 25–31 Delayed chs. 32–34 Dedicated chs. 35–40 GOD’S GOD’S PRECEPTS GOD’S PRESENCE Chart No. 22 THE TEN COMMANDMENTS DUTY TO GOD DUTY TO MAN Protection of… 1. God’s Sovereignty (“No other gods”) 2. God’s Service (“No graven images”) Protection of… 6. Man’s Life (“Do not murder”) 7. Man’s mate (“Do not commit adultery”)
3. God’s Sanctity (“No profanity”) 4. God’s Sabbath (“Remmeber the Sabbath”) 5. God’s Servants (“Honor parents”) 8. Man’s Property (“Do not steal”) 9. Man’s Reputation (“No false witness”) 10. Man’s (“Do not covet”) SUMMARIZED “You love the Lord your God with all your heart” (). SUMMARIZED “You shall love your neighbor as yourself” (). Chart No. 23 PENALTIES OF THE LAW Basic Principle: Lex Talionis NO. REF. CRIME MAXIMUM PENALTY 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 21:12–14 21:15 21:16 21:17 21:18–19 21:20–21 21:22–25 21:26–27 21:28–32 21:33–34 21:35–36 22:1 22:2–4 22:5 22:6 22:7–13 22:14–15 22:16–17 22:18 22:19 22:20 Murder Smiting Father or Mother Kidnapping Cursing Father or Mother Battery Mistreatment of a Slave Injury to a Pregnant Woman Battery against a Servant Cattle Kill a Person Property Liability Cattle Kill Cattle Non-recoverable Theft Recoverable Theft Mismananement of Cattle Property Negligence Trust Violations Bailment Damage Pre-marital Sex Witchcraft Bestiality Sacrife to False God Death* Death Compensation Punished* Fine/Death* Release of Servant Fine* Restitution Restitution Restitution + Penalty Restitution + Penalty Restitution Restitution Restitution* Restitution* Compensation + Marriage Death Death Utterly Destroyed *Exceptions or modifications Chart No. 25 CHRONOLOGY OF LEVITICUS LAST EVENT IN EXODUS L E V I T I C U S FIRST EVENT IN NUMBERS ERECTION OF THE CENSUS AT SINAI 2ND YEAR 1ST MONTH 1ST DAY 2ND YEAR 2ND MONTH 1ST DAY
SEE - THINK - WONDER SEE – THINK – WONDER Looking at an image or object: What do you see? What do you think is going on? What does it make you wonder? Purpose: SEE emphasizes the importance of observation as the basis for thinking and provides time to observe before interpreting Having WONDER as the last step ensures that students had time to take in new information through their observing and thinking. WONDER opens up new areas to be explored. Appropriate Content Uses and Variations Assessment and Tips Images can include a painting, a photo, an artifact, a video clip, an excerpt of text, a chart, or a found object. Images should have an element of ambiguity, and many different layers of explanation, as well as a degree of detail. SEE-THINK-WONDER can be done one step at a time or by using the three prompts together at the same time. This routine is generally used at the beginning of a unit of study. Questions can be raised that might guide future inquiry. SEE attention to details. THINK responses should provide support. WONDER statements should be broad and adventurous. Students using a worksheet give shorter responses so this routine is best done orally. The Steps Set Up: Present the image in a way that allows students to see it in as much detail possible. You can project it on the whiteboard or each team can have a copy to look at. Students are given 2 to 3 minutes to observe without any talking or discussion. See: Ask students to state what they noticed. They should only share what they could see and give no interpretations.
I used to . . . Now I think . . . The new learning can be consolidated as students identify new understandings, opinions, and beliefs. Reasoning abilities are developed as students reflect on cause and effect relationships. Metacognitive skills are strengthened as students identify and talk about their thought processes. Appropriate Content Uses and Variations Assessment and Tips This thinking routine works across a wide variety of subject areas. Greater depth and insights are likely to come to students when the reflection is on content that is conceptual or process oriented. A unit of reading new informational text, watching a film, or listening to a speaker are samples of appropriate content. Teachers of students can do the recording of responses to both prompts on the whiteboard. Teachers of older students can have students go through the steps. Students can then be asked to put together a portfolio that provides evidence of what moved their thinking from what it was to where it is now. Responses are likely to be unique for each student. Teachers can look for patterns of responses. This will help identify key areas of the class’s learning. Teachers should demonstrate a true curiosity about how their students’ thinking has grown, deepened, shifted, or changed. This will make students more likely to be genuine in their reflections. Only use this routine at the end of the unit. New learning has to have taken place. Students will soon develop the disposition to become aware of their own thinking and will become more aware of new insights as they happen. The Steps
Grade Level JLV Category(ies) to Introduce in Class JLV Terms Chosen K Shabbat Hamotzi, Kiddush, l’hadlik ner, Shabbat Shalom, hallah 1 Bible/Torah, Jewish Books B’reishit, Sh’mot, Vayikra, B’midbar, D’varim, siddur, Torah, humash 2 Israel and World Jewry Am Yisra-el, Eretz Yisra-el, Y’rushalayim, Hatikvah 3 God, Prayer and Worship T’fillah, b’rakhah, barukh, Adonai, Elohim 4 Ritual Objects Kippah, tallit, tzitzit, m’zuzzah 5 Prayer and Worship She’heheyanu, Havdallah, Mi Sheberakh, Birkat Hamazon 6 Synagogue/Community K’hilah, moreh/ah/im/ot, madrikh/ah/im/ot, shali-ah/sh’lihat tzibur 7 Lifecycle (Bar/Bat Mitzvah), Torah Service Aliyah la’Torah, Bar/Bat/B’nai/B’not Mitzvah, mazal tov, yasher ko-ah, d’var Torah, parashah 8 Value Words (Relational) G’milut hasadim, lashon hara, tikkun olam, sh’lom bayit 9-12 Value Words (Conceptual) B’tzelem Elohim, hesed, kadosh, mitzvah, t’shuvah, tzedek
Question #1 on how far the hurricane moved in the last 24 hours and its direction so far, for which locations would you issue warnings or watches? Continue to plot the movement of Hurricane Andrew for the next 24 hours. Date/Time Position Wind Speed (mph) Lat. (°N) Lon. (°W) Aug 23/0600 25.5 72.5 121 1200 25.4 74.2 138 1800 25.4 75.8 155 Aug 24/0000 25.4 77.5 145 Question #2
MSW Program Human Behavior in Social Environment Instructor (Fall, 2015) University of Maryland, Baltimore, School of Social Work MSW program Human Behavior in Social Environment - Guest Lecturer University of Maryland, Baltimore, School of Social Work (Sep 2014) International Social Work, “A Comparison of Social Work Education in India and the U.S.” - Lecturer University of Maryland, Baltimore Campus, School of Social Work (Sep 2013) International Social Work, “Social Work and Social Development: Social Work in UNIVERSITY AND COMMUNITY SERVICE Sep 2015 – Present Member, PhD Program Recruitment Committee Jan 2015 – Dec 2015 President, Indian Association, University of Maryland, Baltimore Jan 2014 – Dec 2014 Vice President, Indian Association, University of Maryland, Baltimore Jan 2013 – Dec 2013 Cultural Secretary, Indian Association, University of Maryland, Baltimore AWARDS 2010 - Awarded “Student Ranked Second in Social Work” by Tata Institute of Social Sciences, Mumbai, India - Awarded “Best Student in ‘Health and Development’ Concentration in 2010” by Tata Institute of Social Sciences, Mumbai, India - Awarded “Maria Mies Award for M.A. Dissertation on Issues of Gender and Justice” by Tata Institute of Social Sciences, Mumbai, India