zilongwang/ReadingBank huggingface dataset:
Please state below the expected impact measures for patients and the anticipated outputs and outcomes for your organisation(s). What measures will you use to show that there has been an improvement (Clinical measures, workload measures, patient experience measures, staff skills measures etc.). The first two are mandatory for all pilots plus at least 6 further KPIs Indicator Baseline Anticipated change/ trajectory Frequency of collection 1. Volume of patient focussed activity, eg consultations, medication reviews. (broken down by each pharmacist). zero Would expect record of 100 patient interventions per month for clinical Pharmacists . 80 for Senior Monthly 2. A measure of how this has impacted on GP workload (please define how you will measure this) zero Record of all interventions that have prevented an interaction by the GP with an estimate of GP time saved. Monthly 3. Performance against prescribing budget Budget Compare spend with budget Monthly 4. Evidence of linking with Community Pharmacy zero Evidence of at least monthly communication with all local Community Pharmacies Monthly 5. Patient satisfaction Obtain feedback from 5 patients per month on agreed template. Monthly 6. Polypharmacy reviews zero Carry out 20 polypharmacy reviews per month Monthly 7. All discharged patients receive a medication review within two weeks of discharge. Monthly audit of discharge patients. Monthly 8. Medicine Optimisation topic delivered to Practice team monthly zero Evidence of a topic that changed practice Monthly
Additional academic achievements (note: not all applicants will have additional academic achievements). Peer-reviewed Publications (APA Format Please) References here Other Publications (e.g. HSE Report) References here Conference Presentations References here Prizes, Merits, Scholarships or Distinctions Description here for each
To: The Clinton Local, The Daily Telegram, Tecumseh Herald From: David P. Pray, Superintendent Clinton Community Schools 341 E. Michigan Clinton, MI 49236 Telephone (517) 456-6501 Subject: Item for Immediate Release Date: February 12, 2016 Non-Homestead Millage The Non-Homestead Millage Renewal Vote will be held on Tuesday, March 8, from 7:00 a.m. to 8:00 p.m. Michigan law allows all homeowners to vote so the 18 mill properties will be maintained. The 18 mills required by the State of Michigan since 1993/94 in order to receive maximum funding, known as the Total Foundation Allowance, from the State of Michigan. By law, if a district does not levy the full 18 mills on non-homestead properties, the State will not pay that district the full amount from State revenues designated for schools. Taxes on primary homes or places of residence (other than second homes) will not be affected by this vote. Should this millage fail Clinton Community Schools would lose approximately $947,703. To: The Clinton Local, The Daily Telegram, Tecumseh Herald From: David P. Pray, Superintendent Clinton Community Schools 341 E. Michigan Clinton, MI 49236 Telephone (517) 456-6501
White House Influence Relative to Congressional Committees OLS Fixed Effects by Agency Random Effects by Agency Effect Model by Agency (Model 5) 6) 7) 8) Constant (Std. Err) -.0002 (.13) -.14 (.11) -.20 (.13) -.05 (.11) # Oversight Committees .08* (.03) .07* (.03) .07* (.02) .07* (.02) # Policy for Agency .02 (.01) Bush Agenda? .04 (.07) Agency Point -.12* (.03) Independent Commission? -.91* (.16) Cabinet Department? -.22* (.11) Bureaucrats’ Ideal Point -.08* (.04) -.07* (.04) -.07* (.03) -.07* (.03) Appointee Indicator -.05 (.10) -.01 (.09) -.02 (.09) -.04 (.09) Employed in Field Office? -.02 (.06) .07 (.08) .07 (.07) -.02 (.07) Employed in Agency -.002 (.002) -.001 (.002) -.001 (.002) -.002 (.002) Executive Pay Grade -.002 (.01) .008 (.01) .01 (.01) .0001 (.01) R2 .09 .13 N 1509 1670 1670 1521 Table 3: Executive Level Regression Results for the Effect of Multiple Committee Oversight on White House Influence. * denotes two-tailed significance at .10 or better. Standard errors are clustered by agency in Models 5 and 6. Appendix A: Appendix A contains descriptive statistics for the analyzed variables and additional specifications to probe the robustness of the results reported in the text. Appendix B presents additional details on the survey we conducted.
committee involvement leads to more presidential influence relative to interest group influence. The fact that the relationship is unchanged suggests White House Influence Relative to Int. Groups White House Influence Relative to Int. Groups All Executives Careerists Only (Model 5) (Model 6) Constant (Std. Err) -.66 (.48) -1.01 (.68) Average # of Oversight Committees .57* (.16) .57* (.19) # Policy Areas for Agency -.004 (.02) .005 (.02) Bush Agenda? .03 (.13) -.10 (.23) Agency Ideal Point -.01 (.06) -.38* (.09) Independent Commission? -.98* (.21) -.47 (.44) Cabinet Department? -.27* (.15) .02 (.26) % Political Appointees .41 (.44) % Employed in Field Office -.48* (.20) .05 (.41) R2 .52 .24 N 95 95 Table A4: Agency Level Regression Results for the Effect of Multiple Committee Oversight on Presidential influence relative to Interest Groups: * denotes two-tailed significance at .10 or better. A5 replicates the results of Table 3 in the text for the influence of the president relative to the Democratic Party. As was the case in Table 3, the results are not affected by accounting for omitted agency-level variation. The estimated effect of increasing the number of committees on the difference in presidential and congressional influence ranges from .10 to .12.
Freda Ding, Class of 2014, member of Disorientation George Georgiadis, Class of 2014, member of Disorientation Jesse Landy, Class of 2014, member of Disorientation Riley O'Neil, Class of 2014, member of Disorientation Anna Takada, Class of 2014, member of Disorientation Bella Mirabella, Associate Professor, Gallatin Gary Marcus, Professor of Psychology Avital Ronell, University Professor of the Humanities Sam Pollard, Professor, UGFTV/Tisch School of the Arts Emily Martin, Professor of Anthropology Crystal Parikh, Associate Professor of English Howard Besser, Professor of Cinema Studies Elaine Freedgood, Professor of English Susan Carol Rogers, Associate Professor of Anthropology Claudie Bernard, Professor of French Herrick Chapman, Associate Professor of History Christoph Bregler, Courant, Professor of Computer Science Mehryar Mohri, Professor of Computer Science and Mathematics Rachael Wilson, Ph.D. candidate, Dept. of English Miriam Frank, Master Teacher, Liberal Studies Joseph Rebovich, Clinical professor (retires), Stern School of Business Robert Cacharani, undergraduate student Lila Urda, Graduate Student in Gallatin Stephanie Kiceluk, Master Teacher, Liberal Studies Alan Sokal, Professor of Physics Magdalena Sabat, PhD candidate, Media, Culture and Communication Lev Tatz - Alumni Class of 2010 Carolyn Dinshaw, Professor of English and Social and Cultural Analysis Caitlin MacLaren, Gallatin Class of 2014 Randolph Mowry, Applied Psychology Jane Liu, Graduate student, GSAS Sylvia Molloy, Schweitzer Professor in the Humanities Emerita and Professor of Spanish and Portuguese
Planned Enrollment Report Racial Categories Ethnic Categories Not Hispanic or Latino Hispanic or Latino Total Female Male Female Male American Indian/ Alaska Native 0 Asian 0 Native Hawaiian or Other Pacific Islander 0 Black or African American 0 White 0 More Than One Race 0 Total 0 0 0 0 0 PHS 398 / PHS 2590 (Rev. 08/12 Approved Through 8/31/2015) OMB No. 0925-0001/0002 References
The Chancery Bar Litigant in Person Support Scheme (“CLIPS”) Interim Applications Hearing CONCLUDING LETTER FROM PRO BONO DUTY BARRISTER TO PERSON WITHOUT REPRESENTATION Dear Date: Re: Your hearing today I helped you today with your Interim Application hearing in the Interim Applications Court under the scheme which is outlined in the Explanatory Note you were given. I was acting as an unpaid volunteer, volunteering under the auspices of the RCJ Advice Bureau and the Bar Pro Bono Unit, as a duty barrister. The charities involved in this scheme are independent of the Ministry of Justice and of the Courts. As the Explanatory Note emphasises, under the scheme there are limits to the help that can be given and duty barristers are only able to give limited time to your case. This letter summarises the main things that happened today and the main points of the advice I have given you. Advice given to you today before the hearing:
Please indicate the Placement for which you will be absent Date/s Absent Placement description Coordinator/ Supervisor Name Coordinator/ Supervisor Signature Make-up plan for missed learning discussed with Supervisor/Clinical Lecturer □ Yes □ No __________________________________________________________________________________ 4. Student Declaration □ I have provided supporting evidence to accompany my non-attendance (more than 3 days sick leave will require a medical certificate) Student Signature: Date: Office Use Only: Please indicate if leave puts students hours at risk □ Yes __________________ □ No
Hæmatologisk Klinik Reserver datoen! The 7th Copenhagen CLL Meeting: Towards chemo-free treatment of CLL? Torsdag 18. september 2014: IDA Mødecenter (Ingeniørernes hus) Chairmen: Christian H. Geisler and Carsten U. Niemann 1300-1400 Registration; sandwich, tea, fruit, veggies. 1400-1415: Christian Geisler Introduction. The Jesper Jurlander Young Investigator Award Session 1 Christian Geisler Moving from chemotherapy to targeted treatment 1415-1500: Kostas Stamatopoulos somatic mutations, stereotyped subsets and their therapeutic consequences 1500-1530: Christian Geisler Current standard immunochemotherapy in fit and unfit CLL Coffee break: Buffet, fruit, 30 min Session 2 Carsten Niemann Towards Chemo-free therapy of CLL 1600-1645: Adrian Wiestner Current status of kinase inhibitors in CLL 1645-1730: Matthew Davids ABT-0199 in CLL: Current status 1730-1800: John Gribben Lenalidomide in CLL. Current status 1800-1830: Anders Österborg Curent status of antibodies for CLL: CD20, CD19, 22, 37, 52, others. 1830-1845: Carsten Niemann Concluding remarks 1900- 3-course seasonal dinner Tilmelding: DHS’ hjemmeside: www.hematology.dk (Søg på CLL meeting i søgefeltet) eller følg Evt. spørgsmål til Conference Coordinator O. Gotthardsen, mail: coordinator@cll-cph.dk Sponsoreret af Roche a/s
December 2018 Group Fitness Timetable Commencing 1 December 2018 Monday Tuesday Wednesday Thursday Friday Saturday 8:15am Tabata 9:30am Aqua Aerobics Aqua Aerobics Circuit Aqua Aerobics 10:30am Young at Heart Aqua Aerobics 11:30am Young at Heart Aqua Young at Heart Aqua 5:30pm Powerbar Boxfit 6:00pm Stretch & Tone 6:30pm Functional Fitness 7:05pm Aqua Aerobics Aqua Aerobics Aqua Aerobics 7:20pm Aqua Tabata *Please note classes and instructors may change without notice.
December 2018 Group Fitness Timetable Commencing 1 December 2018 Monday Tuesday Wednesday Thursday Friday Saturday 8:00am Tabata 9:30am Aqua Aerobics Aqua Aerobics Circuit Aqua Aerobics 10:30am Young at Heart Aqua Aerobics 11:30am Young at Heart Aqua Young at Heart Aqua 5:30pm Powerbar Boxfit 6:00pm Stretch & Tone 6:30pm Functional Fitness 7:05pm Aqua Aerobics Aqua Aerobics Aqua Aerobics 7:20pm Aqua Tabata *Please note classes and instructors may change without notice.
October 2018 Group Fitness Timetable Commencing 29 September 2018 Monday Tuesday Wednesday Thursday Friday Saturday 8:15am Tabata 9.30am Aqua Aerobics Aqua Aerobics Circuit Aqua Aerobics 10.30am Young at Heart Aqua Aerobics 11.30am Young at Heart Aqua Young at Heart Aqua 5.30pm Powerbar Boxfit 6.00pm Stretch & Tone 7.05pm Aqua Aerobics Aqua Aerobics Aqua Tabata Aqua Aerobics *Please note classes and instructors may change without notice.
October 2018 Group Fitness Timetable Commencing 29 September 2018 Monday Tuesday Wednesday Thursday Friday Saturday 8am Tabata 9.30am Aqua Aerobics Aqua Aerobics Circuit Aqua Aerobics 10.30am Young at Heart Aqua Aerobics 11.30am Young at Heart Aqua Young at Heart Aqua 5.30pm Powerbar Boxfit 6.00pm Stretch & Tone 7.05pm Aqua Aerobics Aqua Aerobics Aqua Tabata Aqua Aerobics *Please note classes and instructors may change without notice.
across the European Union who have made the journey to be with us today. It is worth noting that there are various INTERREG Programmes across the European Union and most of them are remarkably similar to the Ireland / N Ireland Programme. This is because people who live in Border Regions face similar problems such as Higher levels of Unemployment Skills Shortages Weak Infrastructure Lower levels of Inward Investment etc. The one problem we do not face in Ireland is the problem of different languages which is an advantage. However, unlike our colleagues in the rest of Europe, we do have two different currencies to contend with. The INTERREG Programme was developed by the European Commission to address the problems faced by border regions and we along the Ireland/ N Ireland Border Area have so much to be grateful to the Commission for. Funding from the Commission in the shape of both the INTERREG and Peace
Clinical Presentation Rubric Points Points Earned Situation Accurately explains the situation/condition the patient was in Chief compliant 15 Background History of present illness Other pertinent health history Cultural or family issues or concerns, if applicable 15 Assessment Objective and subjective findings that support the situation 15 Recommendation State 2-3 suggestions to continue care 15 Summary of Research Article Outline study findings and purpose that relates to your suggested recommendation 10 Research article Within 5 years Consistent with clinical information related to patient chosen 10 Time Frame Stayed within adequate time frame 10-15 minutes 10 Professionalism Maintained patient confidentiality Conducted presentation during assigned time 10 Points: ______________/ 100
DENTON with WOOTTON PARISH COUNCIL – COUNCILLORS MAY 2018 Name and E-Mail. Address Telephone Numbers Duties Cllr. Penelope James Penelope@penelopejamespr.com Chairman Wootton House, Wootton Lane, Wootton, Nr Canterbury, Kent CT4 6RP. Tel: 01303 844555 Mob: 07860 162231 Parish Councillor’ Finance & General Purposes. Planning Committee. Cllr. Derek Alan Theobald Vice - Chairman datheobald@btinternet.com The Cottage, Denton Lane, Wootton, Nr Canterbury, Kent CT4 6RW Tel: 07554 886985 Parish Councillor’ Finance & General Purposes. Planning Committee. Cllr. Robert Graham Akehurst Clipgate Farm, Lodge Lees, Denton, Nr Canterbury, Kent CT4 6NS Tel: 01227 831327 Mob: 176879 Parish Councillor’ Finance & General Purposes Committee. Planning Committee. Cllr. Tom Gibson (not on Tappington Cottage, Denton, Nr Canterbury, Kent CT4 6RG Tel: 844257 Parish Councillor’ Finance & General Purposes. Planning Committee. Cllr. Thomas Campbell daleyconnie@aol.com Maydeken Cottage, The Street, Denton, Nr Canterbury, Kent CT4 6QY Tel: 01303 844214 Parish Councillor’ Finance & General Purposes Planning Committee. Dover district cllr: Cllr. Mog Ovenden DDC 2 Lower Street, Tilmanstone, Nr Deal Kent, CT14 0JD Mob: 07775 193462 Dover District Councillor Parish Council Ward Councillor Dover district cllr: Cllr. Peter Walker DDC Palm Tree House, The Street, Eythorne, Nr Dover, Kent CT15 4BG Tel: 01304 830787 Dover District Councillor Parish Council Ward Councillor KCC Cllr: Cllr Geoff Lymer Geoff.lymer@kent.gov.uk Lone Barn Farm, Alkham, Near Dover CT15 7BT Bus 03000 411 009 Mobile 490 929 Kent County Cllr Locum Clerk Amanda Sparkes 0775 9263725 Amanda.sparkes@sky.com Parish Clerk Responsible Financial Officer Emma Carmichael Police Community Support Officer (PCSO) 58778 Dover Police Station, Ladywell, Dover, Kent, CT16 1DJ Tel: 07966 308732 Police Duties
Note 1. This applies to any corporate tenancy from the Council to a body of which you (your spouse/civil partner/person you are living with as spouse or civil partner) are a partner or director or in which you (your spouse/civil partner/person you are living with as spouse or civil partner) hold securities. (b) the tenant is a body in which the relevant person has a beneficial interest. (7) Securities Any beneficial interest in securities of a body where (a) that body (to your knowledge) has a place of business or land in the London Borough of Haringey; and (b) either (i) the total nominal value of the securities exceeds £25,000 or one hundredth of the total issued share capital of that body; or (ii) if the share capital of that body is of more than one class, the total nominal value of the shares of any one class None
(4) Land Note 1. This should include your home or the home of your spouse/ civil partner etc. that is within Haringey whether the interest is as freeholder, leaseholder or tenant. 2. You should also include any property within Haringey from which you or your spouse/civil partner etc. receives rent or are mortgagees. Any beneficial interest in land which is within the London Borough of Haringey. 2 Wolseley Road London N22 7TW freehold Member (5) Licences Note 1. This applies to any licences for land in Haringey held by you (your spouse/civil partner/person you are living with as spouse or civil partner) alone or jointly with others. Any licence (alone or jointly with others) to occupy land in the London Borough of Haringey for a month or longer. None (6) Corporate Tenancies Any tenancy where (to your knowledge) None
8. Global citizenship: engaging ethically and productively in the professional context and with diverse communities and cultures in a global context. Application of knowledge and skills: Demonstrate the application of knowledge and skills: to adapt knowledge and skills in diverse contexts with responsibility and accountability for own learning and professional practice and in collaboration with others within broad parameters. (Note: this second dot point from the AQF descriptor does not relate specifically and directly to global citizenship; however may be indirectly related to ethical engagement within a professional context and/or within diverse communities and cultures by way of its link to responsibility.) The AQF makes no specific reference to criteria/standards associated with global citizenship.
6. working and learning independently, and taking responsibility for personal actions. Skills: cognitive skills to review, analyse, consolidate and synthesise knowledge to identify and provide solutions to complex problems with intellectual independence. Application of knowledge and skills: will demonstrate the application of knowledge and skills: with responsibility and accountability for own learning and practice and in collaboration with others within broad parameters to plan and execute project work and/or a piece of research and scholarship with some independence. Application of knowledge and skills: knowledge and skills to demonstrate autonomy, judgement, adaptability and responsibility as a practitioner or learner. 7. Teamwork: working and learning with others from different disciplines and backgrounds. Application of knowledge and skills: will demonstrate the application of knowledge and skills: with responsibility and accountability for own learning and practice and in collaboration with others within parameters. The AQF is silent on this. 8. Global citizenship: engaging ethically and productively in the professional context and with diverse communities and cultures in a global context. Application of knowledge and skills: will demonstrate the application of knowledge and skills: with responsibility and accountability for own learning and practice and in collaboration with others within broad parameters. (Note: the AQF descriptor does not relate specifically and directly to global citizenship, however the above mentioned may be indirectly related to engagement within a professional context and/or within diverse communities and cultures by way of its link to responsibility and accountability ‘in collaboration with others’.) Application of knowledge and skills: apply knowledge and skills to demonstrate autonomy, judgement, adaptability and responsibility as a practitioner or learner. (Note: the AQF criteria for Level 8 do not relate specifically and directly to global citizenship, however the above mentioned criteria may be indirectly related to ethical engagement via the reference to ‘responsibility’.)
3. Digital literacy: using technologies to find, use and disseminate information. Skills: communication skills to demonstrate an understanding of theoretical concepts communication skills to transfer complex knowledge and ideas to a variety of audiences specialised technical and creative skills in a field of highly skilled and/or professional practice. Skills: advanced cognitive, technical and communication skills to select and apply methods and technologies to: analyse critically, evaluate and transform information to complete a range of activities analyse, generate and transmit solutions to complex problems transmit knowledge, skills and ideas to others. 4. Critical thinking: evaluating information using critical and analytical thinking and judgment. Skills: cognitive skills to review, analyse, consolidate, and synthesise knowledge and identify and provide solutions to complex problems cognitive skills to critically and to generate and evaluate complex ideas. Application of knowledge and skills: will demonstrate the application of knowledge and skills: to make independent judgements in a range of technical or management functions in varied specialised contexts to initiate, plan, implement and evaluate broad functions within varied specialised technical and/or creative contexts. Skills: advanced cognitive, technical and communication skills to select and apply methods and technologies to: analyse critically, evaluate and transform information to complete a range of activities analyse, generate and transmit solutions to complex problems. Application of knowledge and skills: apply knowledge and skills to demonstrate autonomy, judgement, adaptability and responsibility as a practitioner or learner.
8. Global citizenship: engaging ethically and productively in the professional context and with diverse communities and cultures in a global context. Skills: Technical skills to design, evaluate, implement, analyse and theorise developments that contribute to professional practice or scholarship. Application of knowledge and skills: Demonstrate the application of knowledge and skills: with creativity and initiative to new situations in professional practice and/or further learning with high level personal autonomy and accountability. (Note: this second dot point from the AQF Application descriptor does not relate specifically and directly to global citizenship, however does relate indirectly via its link to ethical engagement.) The AQF makes no reference to global citizenship under the criteria section.
Consultant details* (including signature or email confirmation) Name: Hospital: Address: Post Code: Telephone: Nhs.net Pharmacist - details of the Trust where the patient will be treated* Name: Hospital: Address: Post Code: Telephone: Nhs.net Mandatory - NHS No*: Mandatory – Patients date of birth* Optional – Hospital No. NHS No: DOB: Hospital No: Clinical Commissioning CCG Name: Patient’s GP* (name, address, telephone) Name: Address: Post Code: ICD-10 Code* C91 – Acute Lymphoblastic Leukaemia (ALL) HRG Code Completion of marked with * is mandatory. Failure to complete these items may mean that payment is not made.
Consultant details* (including signature or email confirmation) Name: Hospital: Address: Post Code: Telephone: Nhs.net Trust Pharmacist - details of the Trust where the patient will be treated* Name: Hospital: Address: Post Code: Telephone: Nhs.net Mandatory - NHS No*: Mandatory – Patients date of Optional – Hospital No. NHS No: DOB: Hospital No: Clinical Commissioning Group* CCG Name: Patient’s GP* (name, address, telephone) Name: Address: Post Code: ICD-10 Code* C92 – Acute myeloblastic leukaemia HRG Code Completion of marked with * is mandatory. Failure to complete these items may mean that payment is not made.
Stage 1: Intake The Intake is intended to define and reach agreement on the goals, objectives and scope of what is to be accomplished. This is one of the most important stages, as it drives everything that follows. This stage asks in-house teams to think about work to be performed prior to its execution in order to ensure appropriate assignment and efficient delivery throughout subsequent stages. Activities (Inputs) ARCI Business client submits a and required background information In-house counsel or staff evaluate the issue and take initial steps: Confirm the validity of the request and Legal’s involvement / responsibility Classify matter type and priority Validate matter objectives and success factors Identify and assign lead in-house lawyer(s) to be responsible Create new matter with Matter ID in system of record (i.e. matter management system). If none exists, then use simple A: Division General Counsel R: In-house Attorney C: Subject Matter Expert; Legal Operations, Outside Counsel I: General Counsel NOTE: It is assumed this is primarily handled / managed by in-house teams. Results (Outputs) Validated and Completed Objectives, goals – clear statement(s) of what is to be performed Matter type and priority Risk/complexity category Scope definition – specific definition of the scope of work and expected duration Success factors – identify what defines a successful result New Matter ID (or record in appropriate system) Success Criteria All matters/projects estimated to take >8 hours should go through this stage This stage to be completed within 48 hours of request All required information fully gathered, logged and tracked in a new matter / record
This ladies easy-to-see watch has a clear white face with bold black numbers and black hands. It is fitted with an expanding stainless steel bracelet. Available in large and small sizes ID 480/494 \Terms and conditions This section details the terms and conditions under which you are buying your products from us. Please read them carefully. They will help you to get the best from us and to know what to do, if for any reason you are unhappy with any aspect of our service. Statutory rights None of our terms and conditions affect your statutory rights and if any part of these terms and conditions is not valid or cannot be enforced in whole or in part this will not affect any other part of these terms and conditions. Complaints and feedback If you wish to make a complaint or provide feedback or get further information or clarification about these terms and
Intake Registration with the DRC through Clockwork Hello, Welcome to the Disability Resource Center’s online student services portal Clockwork. With Clockwork, you will be able to begin the student intake process, self-register your accommodations requests each semester, and make appointments with a DRC staff member by going to the online student services portal. This walkthrough will guide students through the Clockwork portion of the intake process. Please have the following items available: Student N# -Note: Individuals without an assigned N# will not be able to use the student online services portal. Please contact the DRC for assistance. Documentation-Please refer to the Disability Resource Center’s guidelines for appropriate documentation under the Prospective Students/Documentation Requirements & Registration with the DRC page of the UNF DRC website. Once you are ready to begin, please follow the steps below: Step 1: Log in to MyWings, and click the Student Tools Icon followed by the Clockwork(Disability Accommodations) link. You will then select the “Online Intake” icon from the Clockwork student portal. Or search for “Clockwork” in myWings Step 2: Click the Online Intake image/icon. This will take you to Intake Form. Step 3: Fill out the Intake Registration Form Step 4: Upload any documentation to be reviewed. Please double check the registration form in case you missed something. (Note: IEP’s cannot be substituted for documentation by an accredited professional.) Step 5: Once you are satisfied the registration form is complete, click Submit. Step 6: You will receive a confirmation email in your MyWings email account. Step 7: Once the online intake form and documents have been received and reviewed, you will receive an email in your MyWings user account stating either: Please schedule a face to face walk in appointment to finish the registration process. (or) More documentation will be needed, please contact the DRC by phone or email.
Clinical Records Retention Schedule Minimum Retention Period Notes Action Adult Record 8 years From date of attendance relating to the following specialities: Emergency Department Audiology Dental Endoscopy Ophthalmology Intensive Care Charts Oncology/Cancer Medical Illustrations Microfiche/Microfilm Occupational Therapy Sexual Health Records Physiotherapy Podiatry Ultrasound Destroy Record Retain until the patient’s 25th birthday or 26th if young person was 17 at conclusion of treatment, or 8 years after death. Destroy Admission 8 years From last Note 1 Angiography and disks 8 years From last date of treatment Destroy Audio tapes of calls 3 All relevant clinical information has been transferred to Medical Record Destroy Audit Trails (electronic records) further notice Destroy Birth Registers 2 years Lists are sent to General Register Office. Note 1 Birth Notification Retain the patient’s 25th birthday. Destroy Transfusion 30 years From date of transfusion Destroy Breast Screening (Mammography) 9 years After date of final attendance/death Destroy Mammography – Screen detected cancers, interval cancers, interesting cases Indefinitely Destroy Cervical Screening slides 10 years Destroy Chaplaincy records 2 years Note 1 Clinical Records Retention Schedule Minimum Retention Period Notes Final Action
Prescriptions (outpatients) 2 Destroy Destruction of CDs 7 years Destroy Ward Pharmacy 1 year Destroy X-Ray Retention Schedule Minimum Retention Period Notes Final Action Adult 8 years Destroy Children 25 years Until the child’s 25th Birthday Destroy Maternity 25 years birth of child Destroy Clinical Trials 15 years After completion of treatment Destroy Litigation 10 years file is closed Destroy Mental Health 30 years Destroy Oncology Retain
Clonee Policies and Procedures CONTENTS INTRODUCTION 3 Welcome / History 3 Our Philosophy 3 Objectives SERVICES 4 Admissions (incl. Allergies & special needs) 6 Children’s Charter 6 Collection & Arrivals Fees 9 Range of Childcare Services 9 Settling In 10 Staff Ratios PARENTS (SEE ALSO PARENTS HANDBOOK) 11 Car Parking 11 Comments & Complaints 12 Confidentiality 12 Partnership with Parents (incl. Open door policy & babysitting)
The above list is not exhaustive and there are other symptoms that children may have where the service may require the child to remain at home until the condition has been treated. Some of the following may fall into that category: Earache Deep persistent coughing Difficulty breathing or untreated wheezing Complaints of neck and headache Head Lice APPENDIX 4 VACCINATION SCHEDULE Age to Vaccinate Type of Vaccination At birth BCG tuberculosis vaccine (given in maternity hospitals or a HSE clinic) At 2 months Free from your GP 6 in 1 Diphtheria Tetanus Whooping cough (Pertussis) Hib (Haemophilus influenzae B) Polio (Inactivated poliomyelitis) Hepatitis B PCV (Pneumococcal Conjugate Vaccine) At 4 months Free from your GP 6 in 1 Diphtheria Tetanus Whooping (Pertussis) Hib (Haemophilus influenzae B) Polio (Inactivated poliomyelitis) Hepatitis B Men C (Meningococcal C) At 6 months Free from your GP 6 in 1 Diphtheria Tetanus Whooping cough (Pertussis) Hib (Haemophilus influenzae B) Polio (Inactivated poliomyelitis) Hepatitis B PCV (Pneumococcal Conjugate Vaccine) Men C (Meningococcal C) At 12 months Free from your GP MMR Measles Mumps Rubella PCV (Pneumococcal Conjugate Vaccine) At 13 months Free from your GP Men C (Meningococcal C) Hib (Haemophilus influenzae B) At 4 - 5 Free in school or from your GP 4 in 1 Diphtheria Tetanus Whooping cough (Pertussis) Polio (Inactivated poliomyelitis) MMR Measles Mumps Rubella At 11 - 14 years Free in school Td Diphtheria Tetanus At 12 years (1st year second level school) Girls only Free in school HPV (Human Papillomavirus)
Since attending the Academy, I ….(n=28) Note: Figures with less than 5% are not labelled in the graph. As can be seen from Figure 33, since attending the Academy: 100% of boys felt good about school 100% of boys felt positive about getting a job after school 100% of boys felt proud of themselves 100% of boys felt more confident when talking with teachers and other adults 97% of boys felt a part of the Academy 86% of boys felt like a role model for their family and community The boys interviewed highlighted that the Academy was ‘like a family’, in which they ‘helped each other out’, ‘encouraged each other’ and practised ‘teamwork’. Being ‘a part of something’ gave them confidence to face the world, take on challenges and aspire to better things. One school staff member noted the pride with which the boys wore their Academy shirts: ‘You can see the difference in their bodies – how they stand proud – and they tell other kids: “hey that’s not how we do it, bro”.’ Parents commented on signs of their sons’ increased pride in their own cultural identity, evidenced by more enthusiastic participation in events such as Indigenous dance performances, welcome-to-country ceremonies and public speaking. Life skills Self-discipline, teamwork, taking responsibility and working to achieve goals were among the important life skills that interviewees associated with participation in the Academy. One parent noted that if there were any difficulties between the Clontarf boys, they would get together and resolve the problem among themselves: ‘Biggest thing for Aboriginal kids – they learn to stick together.’ Another said: ‘They say they come as strangers and leave as brothers.’ Figure 34 presents the feedback from students who were asked to identify what life skills they learned through attending the Academy at Girrawheen. Since attending the Academy, I am…(n=28)
How does the writer’s use of language make clear her attitude to the research in paragraph 1? (5) There is a difference in the writer’s attitude to the research from the University of Strathclyde. How does her use of language convey this? (5) What is the tone of paragraph 3? (1) (Try to list the techniques that exist in the para) In your own words, explain the ‘two primary ways we respond to images of other people’. Paragraph 4. (4) In your own words what is ‘The result, the thinking goes’ at the end of paragraph 5? (2) In paragraph 6 starting ‘Enter Facebook’, how do the writer’s techniques make clear her surprise about people having comparison mindsets on Facebook? (4) What is the tone of paragraph 7? (1) (Again, note the techniques) In your own words, why does the writer believe our friends on Facebook drive us to comparison and not identification? Paragraph 8 (2) In your own words what did the University of Lancashire discover (paragraph 9)? (4) reasons does the writer give for suggesting social media like Facebook is a ‘form of fantasy’ in the final paragraph? Use your own words. (3) up the main points the writer makes about social media and body/self image in the article. (6)
Close Reading Activity for Covering Issues in the News Name:_____________________ “Parents of Rescued Teenage Sailor” Reread lines 1-4 and tell who and what the online news article is about. A teenage girl attempting to sail solo around the world was rescued yesterday in a remote spot of the Indian Ocean, bringing to a successful conclusion the dramatic bid to save her life. Reread lines 30-35 and identify the central idea introduced in this section of the article. Though the search for Sunderland ended happily, it has caused a debate on the wisdom of such sailors making dramatic and dangerous journeys. Sunderland was following the achievement of her brother, Zac, who had made the solo journey around the world at the age of 17, becoming the youngest person in the world to do so. Reread lines 36-47 and identify supporting details that provide more information about the central idea. Many critics of Sunderland—and her parents—have criticized the decision to let her go on such a journey. “It’s not something that a 16-year-old should be able to decide—whether they’re capable of it. It’s potentially irresponsible for the parents,” Michael Kalin, junior director of San Francisco’s St Francis Yacht Club, told the Associated Press. top figures from the world of sailing joined in the criticism. “In Abby’s case she was lucky. It’s only a matter of time until we end up with a tragedy on our hands,” said Derrick Fries, a world sailing champion and author of Learn to Sail.
00:24:19.377 --> 00:24:33.277 The definition and characteristics of Dyslexia, processes for identifying Dyslexia, evidence-based interventions and accommodations for Dyslexia and other orders which are defined, like Aphasia, Dyscalculia, Dysgraphia. 00:24:33.277 --> 00:24:48.147 And it also related literacy learning challenges, and it also has core elements of RTI, response to intervention (RTI), framework for addressing reading writing math and behavior which includes universal screenings. 00:24:48.147 --> 00:25:02.237 Evidence-based research interventions, progress monitoring of the effectiveness of the interventions on student performance, data-based decision making, procedures relating to determining intervention effectiveness on student performance. 00:25:02.237 --> 00:25:15.877 And determining the need to continue, alter, or discontinue interventions or conduct further evaluation of student needs, and application and implementation of Response to Intervention in Dyslexia's 16 instructional 00:25:15.877 --> 00:25:19.887 Practices in the classroom setting. 00:25:19.887 --> 00:25:32.087 Right. Next up is Jennifer. Can you give us the latest updates regarding changes to Kentucky Academic Standards? I'll be happy to. My name is Jennifer Fraker. I'm the Director of Program Standards. So, we get to talk about my favorite thing -- 00:25:32.087 --> 00:25:46.397 Standards. So wow, there's a lot going on in the standards world. So let's start by revisiting where we left off last year and briefly discuss the requirements of Senate Bill 1. Senate Bill 1 required that beginning 00:25:46.397 --> 00:26:00.117
3 2015 School Last day for procurement card holders to and reconcile their March 2015 transactions on RBS SDOL. March transaction will be posted into SAP within the NEW financial year. 6 2015 Central March 2015 procurement card transactions from RBS SDOL uploaded into SAP within the NEW financial year. 17 April 2015 Corporate Finance Outstanding commitments from the old year 2014-15 are rolled forward to the new year 2015-16. 20 April 2015 Corporate Finance Work commences on the schools CFR returns for 2014-15. 24 June 2015 Corporate Finance Schools balances 2014-15 reported to Schools 17 July 2015 Corporate Finance Estimated date for submission of Consistent Financial reporting (CFR) returns for to DfE. Annex A – SAP Monthly/Year End Processes Introduction Every month there are processes that are to be performed in to ensure the school’s account is up to date and this is the basis of sound financial management. The User Guide below summarises these processes and where appropriate it links to other user guides that are listed on the Intranet. IMPORTANT On the working day of every month the appropriate team at the local authority (Customer Services) closes the previous months posting period and opens the current period. As a result it is important that certain processes are performed in prior to month end. Enter all Invoices and Credit Notes It is good practice to ensure that all invoices and credit are entered into the system before the posting period is closed so that they are reflected in the budget monitoring. Any invoices or credit notes that relate to the previous month that are entered once the period is closed will show in the budget monitoring reports for the next period. The user guides for entering invoices and credit notes can be found under: Schools / SAP Support for Schools / Accounts Payable Link The deadline for period 12 revenue invoices being posted into SAP is 20 March 2015. For capital invoices the deadline is 13 March 2015.
SELF EDUCATION TEMPLATE Name: Date: Type of Education – beyond required competencies (seminar, presentation, lecture, poster, school): Date(s) of Education: Topic/title of Education: Description of topic content: How have you applied the knowledge you have gained to your clinical practice?
PEER EDUCATION TEMPLATE Name: Date: Type of Education (presentation, lecture, poster, precepting): Date(s) of Education: Who did you educate? Topic/title of Education: Did you provide any written material? Describe and/or list handouts: Description of topic content: What feedback did you receive? Leader signature: __________________________________ Print name:__________________________________ Signature of attendees or signature of person who can verify the to be accurate. (Sign in sheets can be attached).
Leader Signature:___________________________________________________________
Signature _____________________________________________________
Signature ______________________________________________________
Harvard Building Number Sheet # Title V x H size Scale Scan File name Scan PPI resolution Scan Disc # CAD File name CAD Version Disc # Documents - on Paper .HC .TIFF .DWG 01395 T-1 Title sheet drawing list 24 x 36 NTS 01395_T1 300 Disc #1 01395_T1 2010 Disc #2 01395 C1 Site preparation plan 24 x 36 3/16 in. : 1 ft. 01395_C1 300 Disc #1 01395_C1 2004 Disc #2 01395 C2 Site layout plan 24 x 36 3/16 in. : 1 ft. 01395_C2 300 Disc #1 01395_C2 2004 Disc #2 01395 C3 Site utility plan 24 x 36 3/16 in. : 1 ft. 01395_C3 300 Disc #1 01395_C3 2004 Disc #2 01395 C4 Site grading plan 24 x 36 3/16 in. : 1 ft. 01395_C4 300 Disc #1 01395_C4 2004 Disc #2
Innovation Fund Please return form to by 31st August 2017 CLOSER INNOVATION FUND: APPLICATION FORM Name and contact details of applicant Name and contact details of finance administrator for relevant institution Title of proposed ‘Project/activity’ Total sum requested (full economic cost) Budget breakdown attached Excel sheet attached (please check) Start date & End date Summary of project/activity (1500 words maximum) Attach as a separate document and refer to guidance notes on next page Closer theme (Please indicate at least one) Strategic planning of cohort studies CLOSER Discovery harmonisation Data linkage Impact and engagement Training and capacity building CLOSER studies involved: i.e. list any studies that are involved in the project or activity Guidance notes Applications will be assessed against how they contribute towards CLOSER’s objectives during its extension funding period. are: An interdisciplinary consortium Leadership Team that shares knowledge and learning, works to improve practice, and stimulates and leads research
Leader Signature:___________________________________________________________
Print Name:__________________________________________________________
be ‘Blood Brothers’ – Anton refuses to Voiceover continued: ‘… and I’d need an awful lot more than a drop if I was going to get anywhere.’ Music withdrawn momentarily Long-shot of brothers swimming out to sea Voiceover: ‘Our favourite game was Chicken. When our parents weren’t watching we used to swim out as far as we dared…’ Instrumental reintroduced Over-head shot of two brother swimming out to sea further – Vincent’s strokes are looking weak and tired; Anton still going strong Voiceover continued: ‘It was about who would get scared and turn back first…’ Sound of heavy splashing strokes Mid-shot of Anton far ahead of Vincent Lighting using sepia coloured filter to emphasise that it is a memory / flashback Dialogue: ‘Come on you coward’ Cuts to mid-shot of Vincent who is in trouble – too tired to continue swimming with a pained expression on his face
Speciation: The Formation of a _______ Species As new species evolve, ___________ become reproductively isolated. _________________ ___________ – members of 2 populations cannot interbreed and produce fertile offspring. Speciation in Darwin’s Finches: Speciation of the Galapagos Finches occurred by: - ___________________________________________________________________ - Geographic Isolation led to – Reproductive isolation and - Changes in the new population’s gene pool due to __________________.
Site Visit Log Comment: Other Logs (if yes, please specify) Comment: Comments Action Date Issued Responsible Monitor Report finalized on: (yyyy-mm-dd) Signature Reviewer Report released by CTU on: (yyyy-mm-dd) Signature Sponsor Report approved on: (yyyy-mm-dd) Signature
Day 1 Day 2 Day 3 Day 4 Day 5 Core Lessons Introduce Comprehension page Vocabulary Introduce Words to Know page: and Teacher Read Aloud page: T400-401 and T398-399 T413 aloud on why an author might write a text. Did the author do his/her job? How do you know? Comprehension Text Talk: Students bring up their book and sticky notes from yesterday. Post on chart under animal group. Yesterday you read the text, Animal Groups. Let’s look at page 140. What were the animal groups? (chart ) WHY DO YOU THINK THE AUTHOR WROTE THIS TEXT? In this text, we learned that animal groups are alike in some ways and different in some way. The author, James Bruchac used words (text) and many text features to give us key details about how they are alike and how they are different. Comprehension Text Talk: Students bring up their books and graphic organizer. Students share key details about fish. Post on large graphic organizer. Is the author doing their job of telling us how animal groups are alike and different? How do we know? Comprehension Text Talk: Students bring up their books and graphic organizer. Students share key details about reptiles. Post on large graphic organizer. Is the author doing their job of telling us how animal groups are alike and different? How do we know? Using a venn diagram, to compare and contrast the information students gathered about fish and reptiles. Record on sticky notes and place on venn diagram. Comprehension Read Together: p. 158-160 Close Read Assign pages 139-156 Animal Groups Reread pages Reread pages Challenge: Reread pages 148-149 (amphibians) and 150-152 (birds) How are bird and cow alike and different in the story? Text Dependent Questions Students record new learning on sticky notes. (2) What important key details did the author tell us about fish? Record on your graphic organizer. (Standards 1-3) What important key details did the author tell us about reptiles? Record on your graphic organizer. (Standards 4-6) How are Amphibians and alike and different? Record on the venn diagram graphic organizer. (Standards 7-9)
Rm 148, 413 Industrial Park Ave., Asheboro, NC Registration limited to Sandhills Center MCO staff & providers (limit of two persons per agency). Space is limited. Please register early. To Register: CASCE #56872 Fill out the shaded areas, save, & email it to (preferred), or fax this form to: 910-323-0674 Dr. Mr. Mrs. Ms. Employer: Name: Work Address: Last 4 digits of SSN: Degree: City, State, Zip: Home Address: Work County:: Work phone: City, State, Zip: Job Title: Home County: Hm. phone: Your Specialty Areas: (i.e., substance abuse, developmental disability, etc.) CHECK:I am a Sandhills Center Staff member: I am a Sandhills Center contracted Provider: Preferred Email address: Please note: We will only contact you by email. Please print or type. ……… ..Important Information … ……… Substitutes/Refunds/Transfers If you register for a program and cannot attend, you may send a substitute or cancel 48 hours in advance. Questions And Suggestions Please contact Kate at (910) 678-7305, or email her at kate.smith@sr-ahec.org. Americans With Disabilities Act If you need any of the auxiliary aids or services identified in the Americans With Disabilities Act of 1990 in order to attend any of these programs, please call (910) 678-7305. Our Promise To You Southern Regional AHEC strives to offer the highest quality educational programming. If, for any reason, any of these programs do not meet your needs, please let us know. We value your feedback and will resolve the issue to your satisfaction.