zilongwang/ReadingBank huggingface dataset:
2-4 Secondary Description of Services Format/Number of Days ELA Common Core Focus: Staff Training Professional Development for All Teachers and All Classrooms (excluding ELA and Math) Coaching within classes for all Teachers and all classrooms (excluding ELA and Math). Build the knowledge and awareness of how to support the Reading and Writing Standards and how to organize instruction to teach all students in all subjects. Instructional Rounds-to improve the student engagement and increase achievement. What is bell to bell instruction and why is it so effective? Strategies can be modeled and practiced within all departments. Continue Coaching within ELA and Math Classes Coaching, Instructional Rounds, Implementation and ongoing professional development on the standards in all subjects. Format: Professional Development Training # of Days: 2 Format: Coaching/Modeling # of Days: 15-20 Intervention Classroom Instructional Coaching, Data Meetings and Building Leadership Consulting Meet with building level teams to review, discuss, and problem solve systems Model data meetings to departmental teams Conduct classroom walk-throughs (initial round) – Intervention Classrooms Only Observe instructional groups Provide feedback (“Keepers and Polishers”) to individual instructors along with select modeling of techniques and such as, signaling, firming procedures, re-teaching, etc. Conduct second walk-throughs of intervention groups (with building administrators and instructional coaches) – Intervention Classrooms Only Based on information obtained from walk-throughs: Identify possible systemic concerns to address as well as individual implementation concerns Identify improvement needs for individual instructors Provide feedback and model lesson delivery techniques to individual teachers Provide written summary regarding areas to improve and coach Review progress monitoring of each instructional Evaluate progress and problem solve each instructional group Evaluate progress and problem solve for individual students as necessary Adjust groups according to needs indicated by data Format: On-Site Consultation and Instructional Coaching # of Days: 10
utilize the Austin HSDA allocation more efficiently. Bryan/College Station HSDA Allocations 2012-2013: Service Ryan State Services Changes from 2011-2012 Allocations Outpatient/Ambulatory Medical Care $65,400 $0 OAMC funding in the Bryan HSDA has increased $7,900 for as frequent reallocations have been necessary to sustain this service category. Mental Health Services $6,600 $0 Oral Health Services $35,215 $13,000 Health Insurance Premium and Cost Sharing Assistance $8,000 $0 The reduction of $7,900 in HIPCSA funding reflects the decline in the number of clients in the Station HSDA who have health insurance. AIDS Pharmaceutical Assistance-Local $11,000 $0 AIDS Pharmaceutical Assistance funding has been reduced by $2,000 due to the provider’s success in assisting clients in applying for the Texas HIV Medication Program (THMP). Case Management- Non-Medical $40,497 Food Bank/Home Delivered Meals $0 $2,000 Transportation Services $0 $19,000 Medical Case Management $56,006 $0 Psychosocial Support $0 $1,500 College
Appendix E: Ryan White Part B Contracted Providers and Service Locations HSDA Name Address Phone / Fax Hours Austin AIDS Services Austin Jack Sansing Dental Clinic 3000-A Medical Arts p: 512-458-2437 f: 512-452-3299 p: 512-479-6633 f: 512-479-6617 8:30 am – 5:30pm Monday-Thursday 9am – 5pm Friday 8am- 12pm Community Action Inc. 204 S. Main St 805 West University Georgetown, TX 78627 700 North LBJ Drive Suite 111 p: 512-285-3667 f: 512-285-4030 p: 512-930-3281 f: 512-948-4031 p: 512-754-6628 f: 512-392-1191 8am – 5pm David Powell 4614 N IH-35 Austin, TX p: 512-978-9100 f: 512-978-9180 Monday/Thursday/Friday: 8am- 5pm Tuesday/Wednesday 8am- 7pm 314 E Highland Mall 301 Austin, Texas 78752 p: 512-444-9922 f: 512-444-9926 7am- 5pm Wright House Wellness Center 4301B North IH-35 Austin, Texas 78722 p: 512-467-0088 f: 512-467-0829 Monday – Thursday 9:00am - 5:30pm Friday 9am - 5pm Bryan – Station Project Special Health Services 4001 East 29th Street, Suite 150 Bryan, TX 77802 p: 979-595-2900 f: 979-595-2901 8am – 5pm Concho Plateau Shannon Hospital- Shannon Supportive Health Services 210 East Harris Avenue San Angelo, TX 76903 p: 325-481-8905 f: 325-481-8456 8am – 5pm
Temple – Killeen United Way of the Greater Fort Hood Area- Central Texas Support Services 2027 S 61st Street Suite 100B 76504 p: 254-778-2495 f: 254-778-4302 8:30 am – 4:30 pm Waco / McLennan County Public Health District 225 West Waco Drive Waco, TX 76707 p: 254-750-5499 f: 254-750-5480 8:30 a.m.– 4:30 p.m.
Mental Status Assessment Yes No Yes No Orientation Person Place Time Situation Attitude Cooperative Guarded Withdrawn Hostile Appearance Neat Unkempt Disheveled Unusual dress Normal eye contact Intense eye contact Poor/no eye contact Memory/ Cognitive Performance Immediate intact Short term intact Long term intact Distractible/inattentive Slow processing Impaired judgment Limited awareness Mood Euthymic Irritable Elevated Depressed Anxious Labile Speech Clear Slurring Incoherent Slowed Pressured Loud Soft Excessive Minimal Nonverbal Affect Normal/congruent Inappropriate/incongruent Constricted Flat Psychomotor /Mobility Normal Slowed Involuntary movement/tics Compulsive/Repetitive behaviors/fidgeting Normal posture Slumped Thought content/ processing Goal directed and logical Disorganized Hallucinating (visual, auditory, tactile) Paranoid Delusional Grandiose Obsessive thoughts Tangential Communication method Verbal Sign language Gestures Typing/handwriting Pictures/electronic device Lip reading Interpreter Braille Danger to self/others Suicidal ideation Without plan With plan Homicidal ideation Without plan With plan Other (explain in comments) Comments or additional observations: PART 5: Activities of Daily Living
What additional courses will need to be created to support the new degree or certificate? What significant changes to existing course content would need to be made to support the new degree or certificate? Advisory Board Update (for all CTE TOP Coded Programs) If you are not a CTE Top Coded Program – Skip this section and proceed to Section 7. Provide a overview of the purpose, structure and effectiveness of your CTE program/unit Advisory Board. Also include board membership and meeting dates for the past two (2) years (see example below). Purpose Structure List of Members Meeting Dates (2015-2017) Effectiveness To receive input from our clinical and community healthcare partners, local industry, educational partners, and our students and staff. We also inform the Board of current data, updates to the program and in legislature as well as changes in job market, curriculum, equipment, funding and facilities Faculty & Staff Department Dean Department Chair Associate Dean LVN Class President & VP 1st Yr RN and 2nd Yr RN Presidents & VPs Clinical Partners & Agency Representatives Workforce Development Rep Admissions & Records Nursing Evaluator Dr. A’kilah Moore Joanne Bent Sharon Goldfarb McDowell Mel Herman Debra Hawkes Wayne Basye Karima Dunlap Ashley Moore Acela Vergara Alyssa Fumar Sophia Ervin Lynn Van Hofwegen Diane Hunter Lynda Creighton Holly Edmark Matti Vasankari Julie O’Brien Roxanne Holm Sheri Empeno Irene Pakel Sarah Eydam Julie Turner Horvath Annette Hensley Anna Alvarado Anne Rainero Gurecki Patrice Moore Joyce O’Rourke Trang Nguyen Susan Reno Lety Cazares Paul Bayard Lillian Roselin Keith Archuleta May 5, 2015 May 3, 2016 Due to our Advisory Board we are able to inform faculty and students of changes in the job market including opportunities for internships. Our clinical partners are also able to inform of us of their policy changes and updates to their requirements. Our CSUEB partners bring us on opportunities for transfer to BSN programs. We also receive important qualitative data from all members. All of this information helps inform all parties of necessary changes to current policies, requirements, protocols, curriculum, etc. to best adapt to the changes in the healthcare industry to better best educate our students.
Part 3 – Outcome Analysis and Use Cite examples of using action plans (for SLOs, PLOs, OOs, ILOs) as the basis for resource requests and how the allocation of those resources or other changes resulted in improved outcomes over the past four years. SLO/PLO/OO Action Plan Current Status Impact of Action Part 3 Summary. Briefly describe what changes have been made (or need to be taken) to the program based on findings: Please provide any additional comments for Part 3: Part 4 - Stakeholder Assessment Assess how well the program serves the of the students, district, and community. Use surveys, interviews or focus groups to obtain feedback from stakeholders (students and/or others who are impacted by your services). Include documented feedback from other sources if relevant (e.g. advisory committees, employers in the community, universities, scores on licensure exams, job placement). Type of feedback Feedback provided by? Recommendations/findings Actions needed/planned/taken based on feedback Part 5 - Goals and Objectives and Evaluation of Previous Plans 5.1. Review the goals identified in your most recent comprehensive self-study report and any subsequent annual reports. Briefly discuss your progress in achieving those goals. Goals/Objectives/Action Plans Current Status Impact of Action (describe any relevant measures/data used to evaluate the impact) Briefly discuss your progress in achieving goals:
15 seldom takes on leadership role with encouragement, leads the class in an activity occasionally takes on a leadership role in class independently with an activity or discussion always recognizes the opportunity to play a leadership role in class as needed in both activities and discussion Participation Rubric Assignment 1. By circling the arrowhead in the appropriate column, self-evaluate your participation in Phys. Ed. class over the past term. 2. Pick three (3) “look-fors” for which you are most proud of your achievement. For each one, provide three concrete examples showing how you demonstrated that behaviour… e.g: #14 Initiate change in partners or groups: I frequently try to work with peers outside my peer group. During the touch football game, there was clearly going to be an imbalance of skill, so I changed teams to even things out and give the other team some help. Also, during the basketball unit, when you asked us to make our own teams, I asked Jimmy Smith, a weaker player, to join our team. i) ii) iii) 3. . Pick three (3) “look-fors” for which you feel you could have achieved a higher level of competence. Explain in detail what may have prevented you from achieving a higher level. i) ii) ii)
Author Listing of Relationships With Industry and Other Entities (Comprehensive) — ACC/AHA/STS Statement on the Future of Registries and the Performance Measurement Enterprise Name Employment Consultant Speaker Ownership/ Partnership/ Principal Registries Research Salary Institutional, Organizational, or Other Financial Benefit Expert Witness Deepak L. Bhatt, Chair Brigham and Hospital, Harvard Medical School Practice Update Cardiology Health Research Institute Novartis † Squibb/Pfizer Eli Lilly None Chair, AHA GWTG Steering Committee* REACH Registry Pharma* Zeneca† Medicines Co. † Aventis† † Myers Squibb† None Advisory Board: Elsevier Practice Update Cardiology Editor-Clinical Cardiology* Publications † Biosciences-Advisory Board * of Invasive Cardiology † Board* Steering Committee† Publications/Cardiovascular Research Foundation: Editor† Clinical Research Institute: Boehringer Ingelheim Clinical Research Institute: St. Jude Clinic: DSMB DSMB‡ of Chest Pain Centers VA Research Institute: Novartis None Joseph P. Drozda, Jr., Co-Chair Mercy Outcomes Research None None None Member, NCDR Management Board None Scientific Rhythm Management† None David M. Shahian, Massachusetts General of Research, Center for Quality and Safety None None None STS Database Committee National Quality Registry Network Task Force on Performance Measures* None Paul Chan Mid America Heart None None None Member, PINNACLE Registry Heart None
“Coupon” means any voucher, rebate, card, paper, note, form, statement, ticket, image, or other issue, whether in paper, digital, or other form, used for commercial purposes to obtain an article, product, service, or accommodation without charge or at a discounted price. “Department” means [ Insert Department Name ] and any agency or Person designated by the Department to enforce or administer the provisions of this [ article / chapter ]. COMMENT: This term is used in the Model Ordinance to refer to the city or county agency charged with issuing licenses and enforcing the Ordinance. The primary enforcing agency may designate additional agencies to assist in administering and/or enforcing the Ordinance. “Flavored Tobacco Product” means any Tobacco Product that imparts a Characterizing Flavor. COMMENT: This definition of Flavored Tobacco Product includes Cigarettes. Although federal law prohibits the manufacture of flavored Cigarettes, it contains an exemption for menthol Cigarettes. Moreover, neither federal nor California state law regulates the sale of flavored non-Cigarette Tobacco Products such as Little Cigars, smokeless tobacco, and This Model Ordinance is more restrictive than federal and state law because it prohibits the sale of all Flavored Tobacco Products, including menthol Cigarettes and flavored non-Cigarette Tobacco Products. “Full Retail means the price listed for a Tobacco Product on its Packaging or on any related shelving, advertising, or display where the Tobacco Product is sold or offered for Sale, plus all applicable taxes and fees if such taxes and fees are not included in the listed price. “Labeling” means written, printed, or graphic matter upon any Tobacco Product or any of its Packaging, or accompanying such Tobacco Product. “Little Cigar” means any roll of tobacco other than a Cigarette wrapped entirely or in part in tobacco or any substance containing tobacco and weighing no more than three pounds per thousand. “Little Cigar” includes, but is not limited to, Tobacco Products known or labeled as small cigar, little cigar, or cigarillo. “Manufacturer” means any Person, including any repacker or relabeler, who manufactures, fabricates, assembles, processes, or labels a Tobacco Product; or imports a finished Tobacco Product for sale or distribution into the United States.
37 77054559DA Peter Adedamola Ayodeji ACCOUNTANCY 38 75870040IJ YESENU BUKOLA BUNMI ACCOUNTANCY 39 75860827ID Abati Odunayo Mary ACCOUNTANCY 40 75325296GF Makaiver Dayo M ACCOUNTANCY 41 75910018EH Micheal Funmilola ACCOUNTANCY 42 76225939HB Adebayo Irewole Israel COMPUTER ENGINEERING TECHNOLOGY 43 77136220GJ Afolabi Ibitayo Joseph COMPUTER ENGINEERING TECHNOLOGY 44 75767275CB Akinjisola Micheal Ayomide COMPUTER ENGINEERING TECHNOLOGY 45 77042805IB Akinsunlola Oluwadolapo COMPUTER ENGINEERING TECHNOLOGY 46 76410966CE Amuleya Samuel Ayomide COMPUTER ENGINEERING TECHNOLOGY 47 76815302AB Ayeni Olasunkanmi Samson COMPUTER ENGINEERING TECHNOLOGY 48 77062942AE Bamidele Kehinde Timilehin COMPUTER ENGINEERING TECHNOLOGY 49 75914478FD Clement Philip Chukwuka COMPUTER ENGINEERING TECHNOLOGY 50 77190327CJ Fabiyi Oluwadamilare Ebenezer COMPUTER ENGINEERING TECHNOLOGY 51 75725262FH Idowu Tobi Samson COMPUTER ENGINEERING TECHNOLOGY 52 75783794DB Innocent Obinna David COMPUTER ENGINEERING TECHNOLOGY 53 76226881FI Ismaila Zaheed Bamidele COMPUTER ENGINEERING TECHNOLOGY 54 75918201DJ Kade Temidayo COMPUTER ENGINEERING TECHNOLOGY 55 75918758BH Kala Tamsinlaemi Praise COMPUTER ENGINEERING TECHNOLOGY 56 75904904GD Odah friday micheal COMPUTER ENGINEERING TECHNOLOGY 57 76229355AI Odeyemi Timilehin Ayomide COMPUTER ENGINEERING TECHNOLOGY 58 75930091GF Ogunsanya Dimeji Olamide COMPUTER ENGINEERING TECHNOLOGY 59 75907797BH Oguntuase Emmanuel COMPUTER ENGINEERING TECHNOLOGY 60 75940380EE Ojo Bobola James COMPUTER ENGINEERING TECHNOLOGY 61 77032273FF Okunola Isaiah Oluwafemi COMPUTER ENGINEERING TECHNOLOGY 62 75913194CF Oladele Jamaldeen Olasunkanmi COMPUTER ENGINEERING TECHNOLOGY
environment (NACNEP, 2010). Over the next thirty years, minorities are projected to become the majority at 54% of the population within the next thirty years (United States Census Bureau, 2008). As demographics of the population change, the diversity of those seeking health care and education will too (Petit dit Dariel, 2009). Unfortunately, according to the NACNEP (2010), there is intense competition to appoint qualified minority nurse educators because of the vast number of career options, both inside and outside of academia, available to these highly sought after individuals. In fact, even among nurses advancing their career, nearly 70% of doctorate graduates choose to pursue careers outside of nursing education (2010). Thus, even individuals that are qualified to seek a career in nursing education are selecting different paths. Perhaps even more important is research presenting a discrepancy in access to health care among racial and ethnic minorities; therefore, emphasizing the need to lure more nurses to faculty positions in order to have faculty more closely represent the current population demographics (Engebretson, Mahoney, & Carlson, 2008; NACNEP, 2010). Recommendations In light of the current nurse faculty shortage and corresponding changing nature of the academic practice environment it is imperative that the nurse educator role evolve in order to practice effectively. As previously mentioned, an important responsibility for nurse educators is to participate as change agents as well as function within the educational environment (NLN, 2012). Activities such as using awareness and understanding as a foundation to submit recommendations and resolutions about educational issues, promoting change, partaking in interdisciplinary efforts to stimulate change, executing strategies, and developing and providing
Comprehensive Lesson Planning Explanation When preparing lessons for the adult education class, follow the sequence outlined below. Warm-up/ Review/ Connections Activate prior knowledge. Make connections to previous experiences. Introduction/ Explanation Introduce essential question. Give clear explanations of objective and purpose of activities. Discuss context and rationale Presentation/ Model Learning Process Instructor communicates content using multi-sensory methods. Instructor demonstrates and explains steps while students observe (I Do/You Watch). Instructor models strategies by clearly, concisely. Instructor models using “think aloud.” Scaffolded/ Guided Concrete Practice Instructor provides structured activities with extensive guidance and feedback (We Do). Skills are clustered into increasingly larger chunks. Students work in differentiated groups/interactive setting requiring communication/ collaboration with others (You Do Together). Instructor monitors use of skills during activities. Communicative/ Collaborative Concrete Practice Independent Practice/ Application Students work independently instructor observes (You Do Alone/I Watch). Application tasks approximate real-life performance demands. Assessment Students demonstrate mastery of skills taught in lesson. Immediate, positive, and corrective feedback. Wrap-up/ Concluding Activity Class reviews lesson objectives and revisits essential question. Students recap what has been taught and learned.
Resource Assessment Summary and Schedule of Planned Conservation Practices. Attach documentation containing conservation practice details and specifications (Job sheet and/or Implementation Requirements). Add conservation practice blocks, as needed. Narrative: Location (field/farmstead) Assessment Tool Used Resource Concern Benchmark Condition Planned Conservation Practice Planned Amount Units Cost Estimate Planned Month/Year Attachment (Y/N) Summary of Existing Conservation Practices. Narrative: Location (field/farmstead) Conservation Practice Units Notes / Attachment (Y/N)
NOTE: Group flights booked through the UVU Travel Office may be available at a discounted rate. 1. Please outline the program’s day-to-day activities, class, academic lectures, excursions, side trips, & ‘off’ days. Include transportation methods. enter text
diffusion endocytosis endoplasmic reticulum Golgi apparatus hypertonic hypotonic isotonic ligand lysosome membrane mitochondrion neuron neurotransmitter nuclear envelope phospholipid plasma membrane plasmolysis polarization prokaryotic cell repolarization ribosome rough ER selectively permeable smooth ER synapse exocytosis eukaryotic cell facilitated diffusion flagella fluid mosaic model nucleus organelles osmosis passive transport phagocytosis surface area:volume ratio transmembrane protein vacuole Thinking Practice For each molecule shown to the right, answer the following, providing justifications for each: Is it or nonpolar? Is it hydrophobic or hydrophilic? In to be transferred into a cell, would the molecule require a protein channel? Biological systems rely heavily on the properties of water movement. Excretion, digestion, and blood pressure are just a few examples of situations where water balance is important. Suppose you have a membrane that ONLY water can pass. On one side of the membrane you have 0.1 M CaCl2. On the other side of the membrane, you have 0.1 M Glucose. CaCl2 ionizes in water to produce 3 ions. Glucose does not ionize in water. 0.1 M CaCl2 0.1 M Glucose Calculate the water potential for each side of the membrane.
1 point correct explanation for 1% line — must include a discussion of rate; connects concentration of NaCl with diffusion rate 1 correct explanation for 10% line — must include a discussion of rate; connects concentration of NaCl with diffusion rate Part C 1 statement that water will leave the plant and description of effect this has on plant cell (e.g., loss of turgor, plasmolysis, decrease in cell volume, decrease in central vacuole volume) 1 point concept of osmosis (e.g., movement of water across a selectively permeable membrane (cell or cell membrane) from solution with lower solute concentration (hypotonic) to solution with higher solute concentration (hypertonic) 1 explanation that water moves from solution with higher (more positive/less negative) water potential (ψ) to solution with lower (more negative) water potential (ψ) 1 point explanation of how water loss can cause decreased crop production (e.g., stomates close, transpiration stops, photosynthesis stops, decreased metabolism) Energy and Metabolism Short Free Response – Page 19 Cell and Heredity Short Free Response – Page 25 Molecular Genetics Short Free Response – Page 30 SIMILARITIES 2 POINTS MAXIMUM Synthesize DNA in 5’ to 3’ direction (DNA polymerase III can only work in one direction) Use RNA primers to initiate replication (primase, DNA polymerase III must have a started sequence to be functional) Both have RNA primers replaced with DNA (DNA polymerase I)
Adventure Therapy for Youth at Risk 13 3. Introduction to Community Resources Geographic / seasonal variables 14 Demographics 14 Economic Conditions 14 Existing Human Service and Commercial Agencies 15 Transportation Services 15 Opportunities for Recreation Participation 15 4. Conceptualization of a Comprehensive Therapeutic Recreation Program Statement of Purpose 16 Comprehensive Program 16 5. Specific Program Design Activity 1: Stress Out! 17 Activity 2: Repairing the Bone 17 Activity 3: Kickboxing 17 Activity 4: Beam with Self-Esteem! 18
Client Goals & Objectives 32 Action Plan 33 9. References 34 1. Introduction / History of the Agency B. Wilson PhD, my agency contact, is the founder and director of Counseling, Consultation, and Psychotherapy Services. He can be contacted by calling 814-237-1233 or by emailing him at . Counseling Consultation and Psychotherapy Services (CCPS) was founded in State College but serves the national population. It is located in the Executive Offices Suite 603, 119 South Burrowes Street in State College, Pennsylvania. It was “founded to provide services to address social, vocational, psychological, and environmental concerns of individuals and organizations throughout the United States” (CCPS, 2008). State College is a small metropolitan city surrounded by a largely rural area. Counseling Consultation and Psychotherapy Services was founded 7 ago in 2003 by Dr. Wilson himself. He founded it because he wanted to include specialty services such as psychotherapy to the general population as well as a diverse population. CCPS also does workshops and trainings. Dr. Wilson created CCPS because he recognized “that individual’s problems often relate to workplace issues and conflict... to work with profit and nonprofit organizations, primarily on multicultural, diversity, and vocational rehabilitation issues affecting the workplace” (CCPS 2008) On an annual basis, about 30 people benefit from Dr. Wilson’s psychotherapy services in State College. This is because Dr. Wilson is the only person doing psychotherapy. He also travels nationally to conduct around two training sessions a year for groups of 20-60 people for the purpose of providing knowledge and awareness about diversity in the workplace. CCPS’s strengths include being very flexible for its clientele and for hiring an intern for each semester. Another strength of this agency is that Dr. Wilson is able to assist a very diverse part of the population in the area who may be un-served. In other words, he is happy to help people who would usually not have enough money to cover psychotherapy services. Programs / Services Currently Provided At Counseling, Consultation, and Psychotherapy Services, Dr. Keith Wilson provides services such as one on one counseling, family and relationship counseling, support groups, therapy groups, and school counseling. He specializes in helping people with communication trial
Step 2: Current workforce profile – team and department level Use this table to map your current workforce profile. MY CURRENT WORKFORCE PROFILE Staff ID/name Position Age Date of birth Gender First start date Level Team / unit Employment status FTE Highest level qualification attained Skills, knowledge and experience Career intentions and aspirations Permanent Part Time Fixed term Volunteer Jo Blogs Senior Administrator 58 3/1/1959 F 1990 3 Community programmes team WGT X 0.8 NZ Certificate in Business Administration 25 years’ experience in sports administration, background in leisure activities, computer processing Aspiration to become Team Leader. Opportunity to transition to programme management role Analysis: Does your workforce profile and analysis of workforce data identify any risk areas? (E.g. an ageing workforce, retention concerns, recruitment issues.)
Author Relationships With Industry and Other Entities (Comprehensive)—2016 ACC/AHA Clinical Performance and Quality Measures for Adults With Atrial Fibrillation or Atrial Flutter Committee Member Employment Consultant Speaker Ownership/ Partnership/ Principal Research Institutional, Organizational, or Other Financial Benefit Expert Witness Paul Heidenreich, Chair Stanford VA Palo Alto Health Care System — Professor of Medicine None None None None None None N. A. Mark III Estes Tufts Medical Center — Professor of Medicine Boston Scientific† Medtronic† St. Jude Medical† None None Boston Scientific IBHRE * Medtronic† St. Jude Medical† Boston Scientific† None Gregg C. Fonarow Ahmanson-UCLA Cardiomyopathy Center Division of Cardiology — Director Amgen Janssen Bayer Boston Scientific Johnson & Johnson Medicines Company Medtronic Novartis† Takeda None None Gambro Medtronic NHLBI† NIH/NIAID† Novartis† ACCF/AHA Task Force on Data Standards* ACCF/AHA Task on Performance Measures* ACTION Registry GWTG Steering Committee Chair* AHA Consumer Health Quality Coordinating Committee* None
AHA Manuscript Oversight Committee* GWTG Steering Committee (PRT)* JAMA Cardiology Medtronic- IMPROVE HF Steering Committee* Corrine Y. Jurgens Stony Brook University School of Nursing Professor None None None None None None D. McManus University of Massachusetts Memorial Medical Center — Assistant Professor of Medicine None None Biotronik - IMPACT Philip healthcare – study None 2011 Defendant, lead malpositioned Robert L. McNamara Yale University School of Medicine Section of Cardiology — Associate Professor of Medicine None None None None American Heart Association† Pfizer, Inc. 2013-Defendant, Perioperative echocardiography
Compliance checklist Rockhampton Grammar School Annual Report 2013 Summary of requirement Basis for requirement Annual report reference Letter of compliance A letter of compliance from the accountable officer or statutory body to the relevant Minister ARRs – section 8 Accessibility Table of contents Glossary ARRs – section 10.1 1 42 Public availability ARRs – section 10.2 2 Interpreter service statement Queensland Government Language Services Policy ARRs – section 10.3 2 Copyright notice Copyright Act 1968 ARRs – section 10.4 1 Information licensing Queensland Government Enterprise Architecture – Information licensing ARRs – section 10.5 N/A General information Introductory Information ARRs – section 11.1 3 – 4 Agency role and main functions ARRs – section 11.2 5-8 Operating environment ARRs – section 11.3 Machinery of Government changes ARRs – section 11.4 Non-financial performance Government objectives for the community ARRs – section 12.1 40 Other whole-of-government plans / specific initiatives ARRs – section 12.2 Agency objectives and performance indicators ARRs – section 12.3 10 – 18 Agency service areas, service standards and other measures ARRs – section 12.4 Financial performance Summary of financial performance ARRs – section 13.1 34 - 39 Chief Finance Officer (CFO) statement ARRs – section 13.2 N/A Governance – management and structure Organisational structure ARRs – section 14.1 Executive management ARRs – section 14.2 29 Related entities ARRs – section 14.3 8 Boards and committees ARRs – section 14.4 9 and 19 Public Sector Ethics Act 1994 Public Sector Ethics Act 1994 (section 23 and Schedule) ARRs – section 14.5
Governance – risk management and accountability Risk management ARRs – section 15.1 19 External Scrutiny ARRs – section 15.2 9 Audit committee ARRs – section 15.3 19 Internal ARRs – section 15.4 Public Sector Renewal Program ARRs – section 15.5 Information systems and recordkeeping ARRs – section 15.7 Governance – human resources Workforce planning, attraction and retention and performance ARRs – section 16.1 29 Early retirement, redundancy and retrenchment Directive No.11/12 Retirement, Redundancy and Retrenchment ARRs – section 16.2 Applies to departments and public service offices specified in the . Voluntary Separation Program ARRs – section 16.3 Applies to statutory bodies that opted in. Open Data Open Data: Overseas travel Consultancies ARRs – section 17 Published online at Financial statements Certification of financial statements FAA – section 62 FPMS – sections 42, 43 and 50 ARRs – section 18.1 Independent Auditors Report FAA – section 62 FPMS – section 50 ARRs – section 18.2 Remuneration disclosures Financial Reporting Requirements for Queensland Government Agencies ARRs – section 18.3 Notes: FA ACT: Financial Accountability Act 2009. FPMS: Financial and Performance Management Standard 2009. ARRs: Annual report requirements for Queensland Government agencies.
The mortgagor under a mortgage agreement; The borrower under a secured loan; The lessee a lease; The guarantor under a credit guarantee; or The to whom or at whose direction money is advanced or credit granted under any other credit agreement. Credit provider The party who supplies goods or services under a discount transaction, incidental credit agreement or instalment agreement; The who advances money or credit under a pawn transaction; The who extends credit under a credit facility; The mortgagee under a mortgage agreement; The lender a secured loan; The lessor under a lease; The party to whom an assurance or promise is made under a credit guarantee; The party who advances money or credit to another under any other credit agreement; or Any other person who acquires the rights of a credit provider under a credit agreement. Educational loan A student loan; A school loan; or Another credit agreement entered into by a consumer for purposes related to the consumer’s adult education, training or skill’s development. Incidental credit agreements Incidental credit agreement: means an agreement, irrespective of its form, in terms of which an account was tendered for goods or services that have been provided to the consumer, or goods or services that are to be provided to a consumer over a period of time and either or both of the following conditions apply: A fee, charge or interest became payable when payment of an amount charged in terms of that account was not made on or before a determined period or date; or Two prices were quoted for settlement of the account, the lower price being applicable if the account is paid on or before a determined date, and the higher price being applicable due to the account not having been paid by that date.
Lead Verifier Regulation s. 39(2) [Name of Lead Verifier, business email and telephone] Verification Team Members Regulation s. 39(2) [Name of other Verifiers, business email and telephone] Independent Peer Reviewer Regulation s. 39(2) [Name of Peer Reviewer, business email and telephone] Regulated Operation General Information Regulated Operation Regulation s. 39(3)(b) [Regulated Operation name if any] BCGHG ID Regulation s. 39(2) [Number provided by the Director. For inquiries contact ] LNG Operation Permit Number Regulation s. 39(3)(b) [LNG operation permit number issued under the Oil and Gas Activities Act] Operator Regulation s. 39(2) [Legal name of Operator and head office mailing address. If an Operator is an extraprovincial company with a head office outside British
The number of Compliance Units by type that are available in the Operator’s Compliance Account for the Regulated Operation during the Compliance Period. Sections 39 (3) (b) and 23 (1) (h) of the Regulation offset units funded units earned credits The amount of electricity generated by the Regulated Operation. This includes electricity generated by operations referred to in relation to the LNG operation in section 4 (1) (c) or (d) in the Regulation. Sections 39 (3) (b) and 23 (1) (d) of the Regulation (MWh) The amount of electricity received from the British Columbia electrical transmission grid. This includes British Columbia electrical transmission grid electricity received by operations referred to in relation to the LNG operation in section 4 (1) (c) or (d) in the Regulation. Sections 39 (3) (b) and 23 (2) (a) of the Regulation (MWh) The amount of electricity received other than from the British Columbia electrical transmission grid. This includes electricity received, other than from the British Columbia electrical transmission grid, by operations referred to in relation to the LNG operation in section 4 (1) (c) or (d) in the Regulation. Include information on each source of such electricity in 1.3 of this document. (MWh) part
________________________________________________________ Supervisors Signature
Stakeholder Participation Stakeholder Participation--describe how information from students, parents, community members, classroom teachers, affected bargaining and administrators will be or has been considered in the redesign of the educator evaluation system. AS 14.20.149(a) Standards Content Standards –describe how the district evaluation system is aligned to the content standards for teachers and administrators set out at 4 AAC 04.200. Describe how the content standards for special service providers will be developed in the context of their job description. AS 14.20.149 (b)(1) 4 AAC 19.010(d) 4 AAC 19.010(g) 4 AAC 04.205 Cultural standards – describe how the adopted cultural standards for educators are incorporated into the district educator evaluation system AS 14.20.149 (b)(1) 4 AAC 04.200(f) 4 AAC 19.010 (b) Performance Standards--describe the performance standards that are in use or will be redesigned for the evaluation system on standards set out at 4 AAC 04.200 AS 14.20.149 (b)(1) 4 AAC 04.205 Level of Performance—describe the level of performance scale. Each standard must include a description of exemplary, proficient, basic and unsatisfactory performance. 4 AAC 19.030(b)(3) Information Sources
Evaluator Training—describe the training an evaluator must complete in to conduct a teacher evaluation. AS 14.20.149 (c) Inter-rater Reliability—describe how the district’s training process will provide inter-rater reliability. AS 14.20.149 (c) 4 AAC 19.060 Student Learning Standards & Data Student learning standards development--describe the process for establishing the student learning data standards that includes input of the educators who are subject to the evaluation system. AS 14.20.149 (b)(1) 4 AAC 04.205 (e) Must be completed by July 1, 2015 Student learning performance standard—describe the student learning data standards established by the school district that indicate exemplary, proficient, and unsatisfactory performance. AS 14.20.149 (b)(1) 4 AAC 04.205 (e) Must be completed by July 1, 2015 Student learning data objective and measurable criteria to ensure data used to measure performance under the student learning standard accurately reflect student growth based on educator performance. AS 14.20.149 (b)(1) 4 AAC 04.205 (e) Must be completed by July 1, 2015 Student learning data – complete the separate to identify at least two but not more than four valid, reliable measures of student growth for each grade and/or content area that satisfy the definitions in 4 AAC 19.099 AS 14.20.149 (b)(1) 4 AAC 04.205 (e) 4 AAC 19.030 (d) Must be completed by July 1, 2015
Berlusconi agreed to the reforms before asking his supporters to leave the Senate. And how did the members of the Senate agree to vote for a reduction of their own powers? Historical examples of this sort are rare (the reduction of the powers of the House of Lords comes to mind), but in these occasions, a serious threat of appointment of new members was a necessary part of the deal that produced the results. But in the Italian case, the reduction of powers of the Senate on policy matters was escorted by the preservation of symmetric bicameralism on constitutional issues. This ambiguous and inconsistent choice was included in the initial text of the committee of “wise men” reporting on 15, 2014. Newspaper information has shown Renzi denying that he ever said or thought to abolish the Senate, while others argue that this was a “plan b”. If this information is correct, the wise men plan was a compromise among the current constitutional provisions and an alternative, more radical approach. This is why I am referring to the constitutional revisions as “compromesso astorico”. The compromise achieves its goal in one dimension (policy), but as I will demonstrate, it compounds the situation in another (constitution). I will be waiting for the political history of the events to be written. Here, however, I work backwards, looking at the institutions themselves and examining the ramifications of the impending constitutional changes. To do so, I employ Veto Players theory to assess the effects of Italy’s reforms on its constitutional revisions process, policymaking outcomes, and the balance of power between its governing institutions. More specifically, I argue that while Italy’s constitutional reforms will achieve the goal of greater policy change in the legislature (by decreasing the number of relevant veto players), they will render constitutional revisions more difficult and strengthen the role of the court in constitutional interpretation (while decreasing its power in statutory interpretation). In this sense, reformers’ ultimate goal has been only partially achieved, as legislative flexibility will be
Grammar & Spelling- 4 points Mistakes in spelling and grammar are minor or non-existent. 3 points Mistakes in spelling and grammar are minimal—about 4-5. 2 points mistakes in spelling and grammar are numerous—5-10. 1 point mistakes in spelling and grammar are more than 10. Facts and content- 4 points the writing sample demonstrates the student’s learning on the dunes program and includes three or more facts provided by the park staff. 3 points the writing sample demonstrates the student’s learning and includes only two facts provided by the park staff. 2 points the writing sample does not demonstrate much learning and only includes one fact provided by the park staff.1 point the writing sample does not demonstrate any learning and does not include any facts provided by the park staff. National Park Service theme - 4 points the writing sample clearly demonstrates the student’s understanding of the role of the NPS in preserving the dunes by explaining why Indiana Dunes is such a unique treasure.3 points the writing sample mentions the NPS and its role in preserving the Indiana Dunes. 2 points the writing sample mentions the NPS and Indiana Dunes. 1 point the writing sample does not mention anything about the NPS or its role at Indiana Dunes. Stewardship- 4 points the writing sample lists three things the student can do to assist in taking care of the Indiana Dunes. 3 points the writing sample lists two things the student can do to assist in taking care of the Indiana Dunes. 2 points the writing sample lists one thing the student can do to assist in taking care of the Indiana Dunes. 1 point the writing sample does not list anything about what the student can do to take care of the Indiana Dunes.
Type of Property: Office Address: 230 Jones Road, Unit 4, Falmouth MA Buyer: James Bucciarelli Seller: Albert Dias Building Size: 616 SF Price: $66,000 $107.14 SF Date: 10/30/2013 Type of Property: Industrial Condo Address: 16 Jan Sebastian Unit 16, Sandwich, MA Buyer: Kenneth Oliver Seller: Joseph Carlson Building Size: 1,250 SF $120,000 $96 SF Date: 10/30/2013 Type of Property: Industrial Condo Address: 8 Jan Sebastian Unit 26, Sandwich, MA Buyer: Coolidge Street Partners LLC Seller: Dorothy Franey Buildinh Size: 1,250 SF Price: $100,000 $80 SF Date: 10/30/2013 Type of Property: Office Condo Address: 216 Orleans Road, Unit 216 E, Chatham, MA Buyer: Renee Meldon Seller: Nickerson Corners Building Size: 996 SF Price: $140,000 $140.56 SF Date: 11/7/2013 Type of Property: Office Condo Address: 244 Willow Street, Unit C, Yarmouth, MA Linda Bogle Seller: Charles Levy Building Size: 782 SF Price: $95,000 $121.48 SF Date: 11/7/2013 Type of Property: Medical Address: 49 State Road, Unit 201, Dartmouth, MA Buyer: Nauset Building LLC Seller: Wendy Stern Building Size: 1,844 SF Price: $275,000 $149.13 SF Date: 11/22/2013
Dunes Education National Park Service U.S. Department of the Interior Dunes National Lakeshore Education Department Alive Summary: Learn the history and significance of and how it affects our lives. Experience the predator/prey relationships of the lake. Discuss how man’s influence has affected this relationship and what we can do about it. Objectives: students will be able to Describe basic geography and statistics of the Great Lakes. 2. List and explain exotic species or pollutants. Explanations could include how they arrived stressing the human influences, what effect exotics or pollutants have, and what we can do about them. State the natural and economic importance of Lake Michigan in their own words. 4. Demonstrate a predator/prey relationship process of bio-magnification and correlate this to impact Setting: This program will take place indoors at the for one hour. If a visit to the lake after the one hour indoor program is desired, then the program will last one and one half hours. If the recommended trip to the lake is presented, then the buses will have to be ready to take the group and the rangers to the lake after the one hour indoor program. There is little hiking involved in this program. . Grade: Aimed at 4th grade; will accommodate other grades. Ratio of students to ranger: 30 to 1 unless staffing is limited; then the groups will be larger.
public : void input( ) { cout << “\n Enter the details as donor no, name and blood group : “ ; cin >> d_no ; gets ( name ); gets ( b_grp ) ; } void output( ) { cout << “\n The details are “ ; cout << “\n Name : “ << name << “\n Donor No : << d_no ; cout << “\n Blood Group : “ << b_grp ; } char * checkgroup ( ) { return ( b_grp ) ; } } ; Q4. Define a TEST in C++ with following description: Private Members TestCode of type integer Description of type string NoCandidate of type integer CenterReqd (number of centers required) of type integer A member function CALCNTR() to calculate and return the number of centers as (NoCandidates/100+1) Public Members A function SCHEDULE() to allow user to enter values for TestCode, Description, NoCandidate & call function CALCNTR() to calculate the number of Centres A function DISPTEST() to user to view the content of all the data members Ans: class TEST { }; int TestCode; char Description[20]; int NoCandidate,CenterReqd; void CALCNTR(); void SCHEDULE(); void DISPTEST(); void TEST::CALCNTR() { CenterReqd=NoCandidate/100 + 1; } void TEST::SCHEDULE() { cout<<”Test Code :”;cin>>TestCode; cout<<”Description :”;gets(Description); cout<<”Number CALCNTR(); } void TEST::DISPTEST() { cout<<”Test Code :”<<TestCode<<endl; cout<<”Description :”<<Description<<endl; cout<<”Number
Phonlist ph; Fin.open(“PHONE.DAT”, ios::in | ios::binary); Fout.open(“PHONBACK.DAT”, ios::out | ios:: binary); while(Fin.read((char*)&ph, sizeof(ph))) { == 0) sizeof(ph)); } Fout.close(); } Q3. Write a function in C++ to modify the name of a student whose roll number is entered during the execution of the program. Search the accepted roll number from a binary file “STUDENT.DAT” and modify the name, assuming the binary file is containing the objects of the following class. class STUD { int Rno; char Name[20]; int srno(){ return Rno;} void void }; Ans : void { Modifyname() fstream File; File.open(“STUDENT.DAT”, ios::binary | ios::in | ios::out); STUD s; int mrno; cout<<”\nEnter the roll number to modify : “; cin>>mrno; while (File.read((char*)&s, sizeof(s))) { if(s.srno() = = mrno) { cout<<”\n Modify the name “; s.Enter(); File.seekp( –1 * sizeof(s), ios::cur); File.write((char *)&s, sizeof(s)); }File.close() ; }
Dunes Education National Park Service U.S. Department of the Interior Dunes National Lakeshore Education Department Maple Sugar Time Summary: In the past 400 years, maple sugar production evolved from a winter survival food to a luxury item. During your Maple Sugar programs we are trying to emphasize how maple sugar affected peoples' lives and not just a story about the technological advances in maple sugar production. Objectives: students will be able to 1. state that they are in a national park, which is their place to develop a sense of wonder and excitement regarding nature and history. 2. state how our harm to our environment can threaten this natural American process state that this place is special and protected. 3. explain maple syrup's changing role in history--how it was important to the American Indians, the pioneers, and the Chellbergs of the 1930's. What to expect on during your trip: A ranger or naturalist led one-hour tour of maple sugaring process through time followed by 30 minutes of house tour. Setting: Chellberg Farm fields, wooded and historic structures Grade: All grades and ages. Ratio of students to ranger: up to 32; one adult for every ten students. Safety Issues: Weather conditions such as wind, cold, rain & snow. The farm grounds and surrounding trails may be hazardous when frozen. Some program sites have fire so be aware of blowing smoke, flames or hot stoves. Background Information: The earliest maple sugar farmers were the American Indians of the northeastern part of the United States and eastern Canada. They discovered that in the early spring when the nighttime temperatures were still below freezing, but the daytime temperatures rose about 40 degrees, the sap of the maple tree was slightly sweet. A process of cooking the sap was developed using hot rocks. When the cooking was complete, the sap had boiled down into sugar. Early pioneers and farmers refined the process of cooking the sap into syrup. Today, compared to days of yesteryear,