zilongwang/ReadingBank huggingface dataset:
“Post-merger Inventor Integration in Technology Acquisitions” (Shinjinee Chattopadhyay & David Hsu): Preparing for submission “Recessions and the Wage Gap”: (Shinjinee Chattopadhyay & Emily Bianchi) Work in Progress “Where to Store? Knowledge Outflow Risk, Specialization and Incentives”, With Shinjae Won Other Publications Shinjinee Chattopadhyay and Lopamudra Roy, “Computerization of Indian Music Scoring Scheme”, International Journal of Information and Computer Science, Volume 2, December 1999 TEACHING EXPERIENCE University of Ilinois at Urbana-Champaign, College of Business Co-Instructor for Strategic Management (Undergraduate Core Course in Strategy): Fall 2015-present Developed and taught Entrepreneurship and New Venture Management (Graduate and Undergraduate Entrepreneurship course), Fall 2014-Spring 2015 Developed and taught Private Equity and Venture Capital (Undergraduate and Graduate Finance and Management Course), Spring 2013-Spring 2016 Columbia Business School Teaching Assistant for Corporate Finance (Executive MBA), Spring 2008, Strategy, Structure and Incentives, Fall 2008, Taxes and Business Strategy, Spring, 2009 PRESENTATIONS “Recessions and the Wage Gap”, Wharton People and Organizations Conference 2017 “Comingled Teams and Post-Acquisition productivity of technology firms” Strategic Management Society Conference, 2017 “Strategic Positioning after TRIPS: Evidence from the Indian Pharmaceutical Industry” University of Illinois Pro-seminar Series, 2018 Syracuse University, University of Iowa, Southern Methodist University, 2017 Strategic Management Society Conference, 2017 DRUID, June 2017 “Embracing Plan B: Strategic repositioning in response to an innovation regime change”, Industry Studies Association, Kansas City, 2015 Strategic Management Society Conference, Madrid, 2014 “Sink or Swim: Crucible Experiences and the Role of Context in Shaping Career Advancement and Human Capital Acquisition”, Sumantra Ghoshal Conference, London Business School, 2016 People and Organizations Conference, Wharton Business School, 2015 Midwest Strategy meetings, University of Washington, St. Louis, 2015 Academy of Management, Vancouver, 2015 Strategic Management Society Conference on Microfoundations, Copenhagen, 2014 “Knowledge Distance and Innovation in the context of mergers: A bridge too far?”
Thanks. See you there! Yes, bring some cards, if you have them. Probably not copies of stories. But something with your email and links is good. Also, practice your elevator pitch — if someone asks what you're writing and you have 30 seconds, what do you tell them! Did you know your AWP badge will get you discounts at museums, restaurants, and more? Check out: For the most current information download the Mobile App at Be sure the name on your badge is spelled correctly! If your badge is linked to your account, check here: I see that Will Call registration is still available, right? What’s the difference between that and regular registration? Yes. Will-call registration is just regular registration purchased online & before conference.
This makes me very sad. Nooooooo! and also, what is life like on campus, in town. Is there a scene beyond the university. Reading series off campus? speaking of reading series-ours is on fire this yr to celebrate our 20th: where else you can find talented peers to help you w your writing? Online. The big thing: get an MFA because you NEED it, not because you want it. You have to need the instruction, need the transformation. If your MFA program accepts transfer credit, try studying abroad in Rome, grad-style. I can be back in about 16 hours! Does the program you're applying to let MFA/MA students teach more than comp? Because they should. Call and talk to the program director. See if you like them. It's important. That's the person whose philosophy guides the program.
2/2: “Rankings matter even less if you feel it’s a bad one.”— a 3 or 4 year program is best for writers just getting their footing, IMO. My first year went by fast. Years 2-3 = wrote a ton You will compile these tweets into a single coherent document? I'm impressed. I'd rather register grasshoppers to vote. Already up to 120 of tweets! Our poor Webmaster: This is going to be terrible to archive, but I love seeing directors and admins answering questions! programs should volunteer opportunities for applicants to chat with current students and/or graduates - it's a big commit! Should I apply to a program? Is it worth the student loan? Does it make you a happier person? I can say I'm glad I did. It was the best choice I ever made, and not because of jobs, but what I learned/experienced I fell in love with poetry all over Loans are hefty, but, for me, totally worth it. Love my Converse family.
Brandon Braddock, Vice President, 401-487-3964 – Brandon handles all Office Questions George Vadnais, Assistant to Jon Coombs, 508-842-5387 Tom Estrella, Safety Compliance Manager, 401-441-8584 Sales Team, 508-LIMOUSINE, 508-546-6874 Office Line 1, 401-272-0642 Office Line 2, 401-272-0648 Office Line 3, 401-272-0234 Fax Our Administrative Office is only open daily from 12-5pm. Our Sales Team is open daily from 10AM – 10PM. LOCATIONS RI Home Office: 725 Branch Ave, Providence, RI At our Providence Home Office, we handle all billing, dispatching, payroll, and basic administrative tasks. No vehicles are stored at this location. MA Satellite Office: Ultra Auto Center, 809 East Washington Street, North Attleboro, MA 02760 Ultra Auto Center is a repair shop owned by Celebrity Limousine. All our Limousines, Sedans and SUVs are stage across the street. Our Buses are parked in Cumberland. PRE TRIP DAMAGE AND LIABILITY One of the most important problems here at Entourage Livery, Inc. is the damage that is found on the limousines when they come back. Limousines are not like plumbing trucks. Limousines are supposed to be luxury vehicles that are
Chavara Short Film festival 2017 Organized by Chavara Movie Circle, Chavara Cultural Centre In collaboration with FFSI-Kerala, Chavara Family Welfare Centre and CIMAMS Monastery Road, Karikamury, Ernakulam, Kochi 682011 Phone o484-4070250, 9947850402 .e-mail: , Rules & Regulations The film should be of duration between 5 minutes & 30 minutes. Should be in Malayalam or English Should be submitted in CD/DVD format Should be registered on or before OCT 10th August 2017 by the entry form duly filled in along with CD/DVD copy of the film. Affidavit in the prescribed format that the film is an original creation and not a dubbed version or adaptation violating copyright rules. One Photograph each of the Director and Producer with names written on reverse. Bio data of the Director and Producer Bank Draft/ Cheque/ Money Order/Cash on Ernakulam favoring Chavara Movie Circle for a sum of Rs.200/- being Registration fee. Certificate confirming the Film is originally made by the Applicants in the case of Campus film Entries from the respective Heads of Institution. synopsis of the film in one page. Application should be submitted in the prescribed form There would be two categories in the festival; General and Campus (Higher Secondary and College) There would be competition in both categories A preliminary Selection Committee would preview all the entries and select deserving films for Jury Screening. A jury chaired by renowned film maker K G George, film Maker Dilish Pothen, Artist Kaladharan and George Kithu as members P.J.Cheriyan, Chief of Photography, Manorama News as Convener would select the Best Film and the Best Director in each category. Awards will be given to the Producers and Directors of the films thus selected at a function being held at Chavara Cultural Centre Auditorium Ernakulam. The Prize for the Producer of the Best Film would contain a Cash Award of Rs.10000/-, a citation and a Memento in each category. The Prize for the Best Director would contain a cash award of Rs.10000/-, citation and a Memento in each category. The decision of the Jury would be final and binding on all the entries.
The Professor reserves the right to modify this syllabus and all due dates with notice to students. Date In-Class Activities/ Due Due on Angel by Friday October 25 Syllabus Review Chapters 1- 2 In-class activity 1 Review Case Study 1 November 1 Write up from in-class activity 1 Quiz 1 Chapters 3 – 4 In-class activity 2 Discussion question and comments due on Angel November 8 Write up from in-class activity 2 Quiz 2 Chapter 5 In-class Activity 3 ***Case Study 1 due Discussion question and comments due on Angel Review for Midterm November 15 Write up from in-class activity 3 Midterm Ch. 6 – 7 In class activity 4 Review Case Study 2 Discussion question and comments on Angel November 22 Quiz 3 Chapter 8 – 9 Discussion question and comments due on Angel In class activity 5 Write up from in-class activity 4 November 29 No – Thanksgiving Break Discussion question and comments due on Angel December 6 Write up from in-class activity 5 Quiz 4 Chapter 10 Review for Final – Study break in class *** Final exam ***Case Study 2 Due Discussion question and comments on Angel *All ‘Due on items are due on Angel by 11:59 pm on Friday evenings. In-class write-ups will be turned in to the next class (one per group) and must include all partner names. should be typed and 12 point. Discussion questions are due the day before class and students must respond to at least two other posts for full credit. Case studies are due through Turnitin on Angel site. Syllabus Confirmation
R2: Subtraction algorithm and use tape diagram incorrectly. (36 - 19 = 17) R4: Addition algorithm and use tape diagram correctly. (39 + 19 = 55) How does the tape diagram help you understand how to solve the problem? 6. Summing up Summary Statement: Sometimes we use addition to find a missing starting amount. Students will write a reflection about what they learned in their notebook. Teacher will choose 4-5 students to share their reflection for the group. Are the students able to articulate in their own words why we used addition in this problem? Are the students organically writing about the usefulness of a tape diagram? Evaluation Does the lesson effectively support students in using diagrams, number sentences, and verbal explanations to explain and justify their thinking? Do students understand that in a “take-away” situation, if the start amount is unknown then we must use addition to solve? To what extent does the tape diagram help students to make of the story's context and understand the relationship between its numbers? Board Plan Reflection (to be added by the team after the lesson and discussion)
course learning objective listed on syllabus that covers the specific competency. I.A Anatomy & Physiology I.A.1. Incorporate critical thinking skills when performing patient assessment I.A.2. Incorporate critical thinking skills when performing patient care I.A.3. Show awareness of a patient’s concerns related to the procedure performed II.A Applied Mathematics II.A.1. Reassure a patient of the accuracy of the test results III.A Infection Control III.A.1. Recognize the implications for failure to comply with Center for Disease Control (CDC) regulations in healthcare settings IV.A Nutrition IV.A.1. Show awareness of patient’s concerns regarding a dietary change V.A Concept of Effective Communication V.A.1. Demonstrate: a. empathy; b. active listening; c. nonverbal communication V.A.2. Demonstrate the principles of self-boundaries V.A.3. Demonstrate respect for individual diversity including: a. gender; b. race; c. religion; d. age; e. economic status; f. appearance V.A.4. Explain to a patient the rationale for performance of a procedure
preparing this recipe, the butter was melted in a one-quart saucepan over low heat, and once melted, the flour and salt were added and blended in order to form a roux. The roux was cooked for 3-5 minutes until bubbly. The milk was then stirred in, blended well in order to prevent any clumps. Over medium heat, the mixture continued to cook as it was stirred continuously. Once the sauce was noticeably thicker, it was cooked for two additional minutes. After cooking, the mixture was cooled to 120 degrees F and the viscosity was determined using a Brookfield Viscometer as well as a line spread test. Temperatures were recorded for both. with the basic béchamel, three other variations were prepared. The first of the three was the same as the basic recipe except one tablespoon of all-purpose flour was used. The second was the same as the basic recipe except three tablespoons of all-purpose flour were used. And lastly, the final variation was the same as the basic recipe except one cup of skim milk was used in place of the original whole milk. The line spread test and Brookfield Viscometer were used to test the viscosity of all three additional variations. To compare vanilla puddings different types of milk, four variations were prepared. The first was the original, and the base for all of the other variations. The ingredients for the basic recipe included 1/3 cup granulated sugar, 3 tablespoons cornstarch, 1/8 teaspoon salt, 2 cups milk, 1 tablespoon butter, and 1 teaspoon vanilla extract. A two-quart saucepan was obtained and the sugar, cornstarch, and salt were combined. Then the milk was gradually incorporated and constantly whisked to prevent clumping. Over medium heat, the mixture was constantly stirred and brought to a boil. Once boiling, it was cooked for one minute, making certain that it was not over-cooked. After the one minute of cooking, the saucepan was
Despite having the highest initial foam height, NFDM had the lowest average foam height after 30 minutes at 0 cm. The others remained pretty similar; cold bowl at 4.75 cm, warm bowl at 4.5 cm, and evaporated milk at 4.25 cm (on average). Table 6. Different Treatments of Milk Foams and the Effects on Whipping Time, Height, and Drainage Treatment Whipping Time (Data Set 1, Data Set 2, Average) Height at 0 min (Data Set 1, Data Set 2, Average) Height at 30 min (Data Set 1, Data Set 2, Average) Drainage at 30 Min (Data Set 1, Data Set 2, Average) Cold bowl 2.2 min, 2.5 min, 2.35 min 4 cm, 7 cm, 5.5 cm 3.5 cm, 6 cm, 4.75 cm None, 1 mL, 0.5 mL Warm bowl 2 min, 5 min, 3.2 min 5.8 cm, 3.2 cm 4.5 cm 5.4 cm, 3.6 cm. 4.5 cm None, None, n/a Evaporated milk 12 min, 8 min 10 min 8.75 cm, 4.5 cm, 6.6 cm 8 cm, 0.5 cm, 4.25 cm 53 mL, 93 mL, 73 mL NFDM 1 min 9 cm 0 cm 105 mL The last treatment was that of the buttermilk in which a butter was produced. The whipping time was 3 minutes, the weight of the butter produced was 91 grams and the volume of the remaining buttermilk was 75 mL. PART V: DISCUSSION These tests were done to analyze the many properties of commercially sold milk and milk products, as well as to prove that heat and acid have very different effects on milk. While
MAINTENANCE EVERY MONTH – Run unit for 20 Minutes ANNUALLY – Replace nozzle/PART #88641A, Fuel Filter, Gap Electrodes/PART #1303871A, Clean Burner Tube, Clean Photo Eye/Reflector Plate and check seal/PART #378232 When Fuel Filter is replaced – FILL the new filter with fuel Clean the housing with JUST a wire brush-No Cleaning products needed When cleaning Photo Eye/Reflector plate NO NOT use petroleum products….Alcohol or Brake Clean is recommended When tightening electrodes after adjusting gap DO NOT overtighten the bolt holding them, just tighten until the electrodes do not move 4 YEARS – Replace Drive Unit/Combustion Air Fan bearing kit When installing new bearing kit – Torque nut by tightening until fan rubs THEN back-off by 1/8th turn – PART #378313
Work Instruction – No. Action Responsibility 1 From the desktop select PM Office icon 2 Launch the PM Office Application and from the Conversation tab on the left launch Direct Services conversation. 3 This will launch Patient Search window. Using the Patient’s demographic information, MRN, NHS Number etc. search for the patient record. Click on button. 4 This will launch Conversation window. All the yellow fields are mandatory, once you complete the fields click OK. 5 System will add Direct Referral Encounter for patient once you click OK on the next window you get. FIN Number and ID are displayed for the encounter as above.
= MINUTES OF THE MEETING OF THE PARISH COUNCIL OF CLIFTON HAMPDEN, HELD IN THE Village Hall, CLIFTON HAMPDEN ON 19th 2014 AT 7.30 PM Present: Bob Matthews, Carolyn Read (Vice Chairman), Chris Neill and Anthony Clark Apologies: Nick Caw (chairman), Simon Jacques, Lorraine Lindsay Gale (OCC) , John Cotton (SODC). Also Present: Action By date 138 Minutes The Minutes of the meeting of 19th February were agreed as drawn. AD 139 Playground The parish Council agreed that the playground equipment should be ordered. The Parish Council also agreed to contribute £2500 from the Jubillee monies held and £3743 from parish funds towards the project. The Parish Council will also cover the VAT ( £3388.60) until it has reclaimed the payment from HMRC. The playground will then require a monthly visual inspection by a member of the Recreation Ground sub committee and an annual safety inspection. The Clerk agreed to instruct Playsafety to carry out the Annual inspection. It was reported that the 1st cut of the Recreation Ground took over the weekend of 15/16 March and that the football posts have been moved nearer the tennis courts. AD Cr AD 140 141 142 Traffic Bob Matthews reported that the police have done some speed checks on the Oxford Road, but not on the Burcot Road. It was agreed that the parish Council would draw the attention of the Police Commissioner to the unsatisfactory response so far as speed checks are concerned. Neighbourhood Plan The Clerk agreed to ask SODC for a progress report. Scouts Ongoing. BM/AD AD
Broker Network (insurance) £ 90.91 HMRC tax) £240.00 Mrs A Davies £760.00 Woodland Services £108.00 ORCC £ 30.00 OALC £133.38 Mr O Bowden AD 153 Planning decisions None.. 154 Correspondence The Council declined a suggestion from BT that they should “adopt a phone box”. 155 Culham There is a briefing on the Science Vale proposals on 2nd March. It was agreed that the Parish would attend as they are a major stakeholder in the proposals. BM/CN 156 Any Other Business It was suggested that the Church could benefit from selling fishing licences for the Wharf. CR 157 DATE OF NEXT MEETING Wednesday 22nd April 2015 2015 at 7.30pm in the Village Hall AD
SOP Title Insertion, Care and Removal of Enteral Tube SOP Number CHB_PAEDS_052 Version Number V0.3 Effective Date Review Date Author Catherine Foster/Lisa Stoddart Approved by Janette Reynolds & Rob Aitchinson, Director of Operations FSS Approval date 22/03/2017 Distribution Location Document Control Version Date Author Status Comments V0.1 10/01/16 Catherine Foster Draft V0.2 01/02/17 Lisa Stoddart/Juliet Crowther Draft Tested V0.3 7/2/17 Catherine Foster/ Jonathan Garside Tested ready for sign off SOP Objectives To Document and Record Insertion/Care and Removal of Enteral Tube. With the introduction of EPR, the Trusts will need to develop new SOPs which will reflect the new workflows and working practices. This SOP describes the process of managing SOPs on the Portal Scope All EPR staff and Trust Divisions Performance Measures To ensure that all SOPs are managed and signed off the same way across both organisations. Written Test phase Review/ re-test/Amend Ready for sign off Complete
SOP Title Paediatric Nutrition Care Plan SOP Number CHB_PAEDS_057 Version Number V0.2 Effective Date 09/01/2017 Review Date 09/01/2019 Author Catherine Foster Approved by Janette Reynolds/Rob Aitchison Approval date 09/01/2017&18/01/2017 Distribution All relevant staff Location BTHFT/CHT/THIS Document Control Version Date Author Status Comments V.01 18/10/16 Catherine Foster V.02 22/11/16 Catherine Foster Draft Tested by Juliet Crowther V.02 09/01/2017&18/01/2017 Janette Reynolds/Rob Aitchison Signed off SOP Objectives To initiate a Paediatric Nutrition Care Plan Scope All paediatric in patient area’s for children over 2 yrs of age Performance Measures To ensure that all SOP’s are managed and signed off the same way across both organisations. Written Test phase Review/ re-test/Amend Ready for sign off Complete Related Documents Stamp Assessment
Work Instruction – Paediatric Nutrition Care Plan No. Action Responsibility Care plans can be suggested by the system either automatically on admission i.e. discharge care plan or following a specific assessment i.e. pain, stamp, Glamorgan, vital Signs. All care plans can be ordered manually via the tab requests and care plans. If a care plan is “suggested” you will see this in care compass in the column headed “plans of care” However for a nutrition care plan you will get a discern notification pop up on your screen following completion of a stamp assessment in ‘paediatric routine assessments’. This discern notification will state “plan suggested or review existing plan” 1 Discern notification - Plan suggested/review Close Discern notification . Nursing 2 Find patient in CareCompass, click on arrow to display all activities and tasks on Plans of Care tab, then the relevant suggested plan Nursing
Work Instruction – Paediatric Nursing ‘Prior To Discharge Care Plan’ And Discharge Planning (Phase 1) No. Action Responsibility Care plans can be suggested by the system either automatically on admission i.e. discharge care plan or following a specific assessment i.e. Pain, Stamp, Glamorgan, Vital Signs. All care plans can be ordered manually via the tab requests and care plans. If a care plan is “suggested” you will see this in CareCompass in the column headed “plans of care” A Discharge Care Plan is suggested on admission 1 Locate patient in CareCompass, click on arrow by name. Nursing 2 The activity/task window select ‘Plans of Care’ tab. Click on Paediatric Discharge Care Plan within suggested plans in View window. Nursing 3 Under the orders tab click the + at the side of suggested plans Nursing 4 Find the plan in question and double click Nursing 5 All phases of the plan opens in the adjacent window Nursing 6 Review the plan and select Accept or Reject Nursing 7 Three phases of the care plan are now visible on the left hand column. On admission-within 24hr Multi-disciplinary discharge Prior to discharge Select the on admission – within 24 once selected Review the outcomes. Nursing
Work Instruction – Paediatric Multi-Disciplinary Discharge Care Plan No. Action Responsibility Discharge planning commences on admission with a suggested care plan system generated. The discharge care plan comprises of three possible phases On admission-within 24hours Multi-Disciplinary discharge Prior to discharge Bradford staff cannot refer to internal children’s community team this must always be an external referral 1 Once the Discharge Care Plan has been initiated all phases are visible in Request and Care Plans Nursing 2 If it is identified that a multi-disciplinary discharge is required, select this phase from the Orders tab Nursing 3 Review care plan and select what and who is required to facilitate discharge (tick relevant box’s) and click Initiate Nursing 4 Click Orders for Signature Lightbulbs show items initiated Nursing 5 Next screen shows all orders ordered. The Blue Circle with Cross indicates missing details required. Click Sign. Nursing 7 Missing details alert, click first details Nursing 8 Fill in all information giving detailed referral, click Sign Nursing 10 Next referral follows, complete and Sign Nursing 12 Other tasks which don’t need order information will be tasked in CareCompass for completion. All external referrals will be tasked in this way Nursing 13 Select task and complete fields. Nursing 14 All interdisciplinary referrals will be shown in Scheduled/Unscheduled tab under interdisciplinary (this will be removed once completed by discipline). Nursing 15 SOME CCN PRESENT BUT DIETITION IS NOT Referrals can be seen in tasks. Once this referral has been collected it is removed from the task list. Nursing
accomplish the CHC Work Plan and other work plans developed through alternative funding opportunities. Healthy Eating—Tevis Foreman, chair Active Living—Stephanie Harris, chair Tobacco-free Living—Denisha Porter, chair 11:30 – 12:00 p.m. Lunch/Year-End Closing - 2014: 2015 Meeting Schedule—January 14, 2015, 10am-12pm Coalition Updates: Share Your Success Holiday Celebration / to Carol Gill who has consulted with CHC these past 5 years. She is retiring to Arizona. Thank you Carol for your support!!!! D. Porter All All All Happy Holidays & Happy New Year! Next Meeting: January 14, 2015, 10 a.m. - Noon
10:30 –11:00 a.m. 11:00 – 11:30 p.m. 11:30 – 11:55 p.m. 5. Next Steps - Needs Assessment (Baseline) - Strategic Plan - Logic Model Strategic Plan and Logic Model were developed with ACSM based on Needs Assessment and findings from AFI 2013 and 2014 reports. Denisha read the objectives under each Goal. Betsy noted that it was written to coincide with the CHC grant, a lot of time and conversation went into the development of the document. It is a living, breathing document. What’s the value of reviewing if the document has been sent along? 6. Lunch/Break - Diabetes Prevention: A Homerun for Good Health Leslie interviewed Stephanie to highlight how the functional responsibilities of each committee might look in the new format for sub-committees. The questions to guide the interview are below: 1. What are the funding opportunities that allowed you to support this event? How did you secure them? 2. What was the goal that the diabetes committee wanted to achieve? How did you decide on the strategy? 3. In order to pull the event together who did you work with? How did these partners/volunteers support the event? 4. As you planned the event, you had to get the word out so how did you promote the event? Was it accessible to the target audience? 5. What would you do differently now that you have reflected on the event? Leslie left for another meeting, so no additional notes are available. 7. Subcommittee Selection Healthy Eating Active Living Tobacco Free Living Chronic Disease D.Porter/All S. Harris D. Porter L. Stevenson D. Porter/All S.Harris T. Foreman 11:55 – 12:00 p.m. 8. Announcements / Other: Leadership Team Future Meeting dates: Dec: Face-to-Face/ Celebration D. Porter
registered by AHPRA. This would see non-AHPRA practitioners treated as lay people and covered by advertising regulations. This will significantly impact the ability of these practitioners to receive education and advertising from practitioner-only supplement manufacturers. It is the belief of the CHC that these proposed changes have the ability to seriously impact the scope of practice of Naturopaths and Western Herbal Medicine Practitioners. We believe that these practitioners are very important to the complementary medicine industry and the health care of Australian consumers. The CHC is therefore planning to promote and lobby for the inclusion of Naturopaths and Western Herbal Medicine Practitioners under AHPRA as registered health professions. The CHC is not planning to replace the role of professional organisations which represent natural therapists currently. Call to Action If you are a Naturopath or Western Herbal Medicine Practitioner, these issues will affect you. Click to register your interest and/or support for the Registration of Practitioners Campaign. To keep informed of the C HC’s actions and the be sure to visit our webpage , and check back regularly for important updates. Background The statutory registration body that regulates a range of healthcare practitioners in Australia – the Australian Healthcare Practitioner Regulation Agency (AHPRA, ) – is responsible for implementing and overseeing the National Registration and Accreditation Scheme (NRAS) and supporting the various registered professions’ National Boards. The objectives of the National Scheme are to: Help to keep the public safe by ensuring that only healthcare practitioners who are suitably trained and qualified to practise in a competent and ethical manner are registered; Facilitate workforce mobility for healthcare practitioners; Facilitate provision of high quality education and training for practitioners; Facilitate the assessment of overseas qualified practitioners; Facilitate access to services provided by healthcare practitioners; and Enable the continuous development of a flexible Australian healthcare workforce. Currently, there are fourteen classes of practitioners that are registered, including Medical Practitioners, Nurses, Midwifes, Pharmacists, Dentists, Chiropractors, Osteopaths, Psychologists, Optometrists, Podiatrists, Physiotherapists and more recently, Practitioners of TCM (Traditional Chinese Medicine). Registration also provides for the establishment of minimum standards of education, a proper system for adequate complaint and disciplinary procedures, and protection of title.
Version Control Sheet Version Date Reviewed By Comment Draft v0.1 August 2018 CCG Executive Updated as per feedback received. Draft v0.1 October 2018 CCG Board Development Presented to Board informally. v1.0 November 2018 CCG Board To formally approve the updated policy. Analysis of Effect completed: By: Date:
Thank you For your interest in the position of Communications & Marketing Coordinator with CHC. This selection pack will provide you with all the information you will need to complete your application by the 25 May 2018 deadline. Who Are We? As one of Australia’s leading providers of sustainable and socially responsible housing, CHC’s focus is the accessibility of living options for every age and at every stage of life. CHC offers new developments, rental properties, independent living and specialty housing. Our work is guided by and measured against key values including accountability, leadership, creativity, sustainability, respect and ethical practice Our Vision
For each of the drugs tested in Table 2 during the defined time period, does the number of units purchased and dispensed reconcile to the number of units left in inventory? Answer “Yes” to the question only if all answers are YES in column 9, “Inventory units reconciled?” in Table 2. If response is “No” or “Unsure,” explain: (Identify and discuss each outlier) For each of the drugs tested in Table 2 during the defined time period, were all identified variances resolved and documented? (Demonstrates that variances were not the result of diversion) Answer “Yes” to the question only if all answers are YES in column 10, “Variance resolved?” in Table 2. If response is “No” or “Unsure,” explain: (Identify and discuss each outlier) Virtual Inventory 1) If a virtual inventory method, for each drug tested in column 3, is the calculation of actual billing units per package accurate and does it match what is in the split-billing software for each specific NDC? (Variances due to billing unit discrepancies will prohibit the inventory from reconciling.) Answer “Yes” to the question only if the split-billing software contains the accurate billing units per package for all drugs tested in Table 2.
If response is “No” or “Unsure,” explain: (Identify and discuss each outlier) Physical Inventory If using a physical inventory method, are the 340B drugs identifiable from the non-340B drugs on the shelves? To answer this question, the reviewer will be required to visit the medication storage area(s) involved in this self-audit. If response is “No” or “Unsure,” explain: If using a physical inventory method, does a system exist to perform regular inventory counts? Document how often physical inventory counts are performed____________ Document date of last physical inventory count________________ If response is “No” or “Unsure,” explain:
About the program What is the Certificate I in Active Volunteering (CAVI) - Retail? The Certificate I in Active Volunteering (CAVI) - Retail is a nationally recognised qualification which enables volunteers to develop the skills required to effectively participate in the volunteer sector. This includes: what it means to be a volunteer how to prepare and work as an effective volunteer how to work safely ensuring you own health and safety and that of others how to work respectfully with people from diverse social and cultural groups and situations how to communicate in the workplace including gathering, conveying and receiving information This particular CAVI has elective subjects which will develop retail and customer service skills. There are five units for this qualification. They consist of three core units in order of study detailed below, and two electives: CHCVOL001 Be an effective volunteer. This will enable you to work effectively as a volunteer in a variety of capacities and contexts. CHCDIV001 Work with diverse people. This will enable you to work respectfully with people from diverse social and cultural groups and situations, including Aboriginal and/or Torres Strait Islander people. HLTWHS001 Participate in workplace health and safety. This will enable you to participate in safe work practices to ensure their own health and safety, and that of others. Two elective units are to be chosen from the following four units: BSBCMM201 Communicate in the workplace This will enable you to communicate in the workplace including gathering, conveying and receiving information and completing routine written correspondence. SIRXIND002 Organise and maintain the store environment This will enable you to organise, clean and maintain the work environment to ensure optimal workplace appearance and safety. SIRXIND001 Work effectively in a service environment This will enable you to work effectively in the retail environment understanding rights and responsibilities, organisational policies and procedures and how they impact daily work activities. TLIP2024 Conduct financial transactions This will enable you to work effectively and understand relevant codes and regulations involved the transaction of money in the retail environment.
Industry engagement and support Date and location of consultation Date Location Various discussions Various discussions Various discussions Various discussions Name and contact number of representative/s and their organisation/s Name of Representative Name of Organisation Contact Requirements of target discussed and issues raised The industry expectations of knowledge and skills are and will be varied, however the industry in general are looking for people who: are reliable, honest and trustworthy are committed to working towards the goals of the volunteer-involving organisation within which they work understand and respect boundaries both personal and professional have sound communications skills and work effectively within a team demonstrate respect and tolerance for a wide range of people have sound basic organisational skills. Delivery strategies discussed and issues raised Prior to commencement of training, the RTO may confirm if the employer has suitably qualifi personal to support the work-based training of the learner. Employers may be consulted during the planning of the training program and in appointing an appropriately industry qualified supervisor for the learner. The RTO’s training will be conducted as per the delivery and relevant session plans. he training will occur off-the-job and on-the-job or in a workplace simulated facility with relevant process, equipment, materials, work instructions and deadlines.
STRATEGIES FOR ASSESSMENT AND EVALUATION OF STUDENT PERFORMANCE The tools below will be used for the three different types of assessments: Assessment as Learning Assessment for Learning Assessment of Learning Student Product - Journals/Letters/Emails (checklist) - Learning logs (anecdotal) - Entrance tickets - Exit tickets Student Product - Assignment - Quizzes (scale/rubric) - Rough drafts (rubric) - Portfolios (rubric) - Posters (rubric/scale) - Peer feedback (anecdotal/checklist) - Essays (rubric) Student Product - Assignment - Tests (scale/rubric) - Exam (scale/rubric) - Rough drafts (rubric) - Portfolio (rubric) - Posters (rubric/scale) - Essays (rubric) Observation - Whole class discussions (anecdotal) - Self-proofreading (checklist) Observation - Class discussions (anecdotal) - Debate (rubric) - PowerPoint presentations (rubric) - Performance tasks (anecdotal/scale) Observation - Debate (rubric) - PowerPoint presentations (rubric) - Performance tasks (anecdotal/scale) Conversation - Student teacher conferences (checklist) - Small group discussions (checklist) - Pair work (checklist) - Debate (rubric) Conversation - Student teacher conferences (checklist) - Small group discussions (checklist) - Pair work (checklist) - Peer-feedback (anecdotal) - Peer-editing (anecdotal) Conversation - Student teacher conferences (checklist) - Question and answer session (checklist) - Oral tests (scale/rubric) Assessment Methods and Tools:
Your infographic can take the format of an 8 1/2 x 11 inch page or be in the form of a brochure. Either way, make it CREATIVE. Infographics “can help you simplify a complicated subject or turn an otherwise boring subject into a captivating experience. Ideally, an infographic should be visually engaging and contain a subject matter and data that is appealing to your target audience …something that is truly ‘link worthy’ or ‘share worthy’.” () Try googling sample infographics to get a visual perspective of them. Step 4: Submit a copy of your infographic by ____________ through D2L or in hard copy format. Please include a bibliography in the Chicago format. ***Consult 2-3 sources. Level 1 Level 2 Level 3 Level 4 Knowledge & Understanding -demonstrates a limited understanding the battle -demonstrates some understanding the battle -demonstrates a considerable understanding the battle -demonstrates a thorough understanding the battle Thinking and Inquiry -uses creative skills with limited effectiveness -uses creative skills with some effectiveness -uses creative skills with considerable effectiveness -uses creative skills with a high degree of effectiveness Communication -organizes and expresses information with limited effectiveness -organizes and expresses information with some effectiveness -organizes and expresses information with considerable effectiveness -organizes and expresses information with a high degree of effectiveness Application -follows the Chicago format with limited effectiveness -follows the Chicago format with some effectiveness -follows the Chicago format with considerable effectiveness -follows the Chicago format with thorough effectiveness
CHC2D Reflective Paragraph Rubric Level 1 Level 2 Level 3 Level 4 Thinking & Inquiry -uses critical and creative thinking skills with limited effectiveness when developing ideas -uses critical and creative thinking skills with some effectiveness when developing ideas -uses critical and creative thinking skills with considerable effectiveness when developing ideas -uses critical and creative thinking skills with a high degree of effectiveness when developing ideas Communication -many errors in spelling, grammar, punctuation, and sentence structure -some errors in spelling, grammar, punctuation, and sentence structure - good spelling, grammar, punctuation, and sentence structure -very good spelling, grammar, punctuation, and sentence structure Application -applies knowledge of Canada with limited effectiveness -applies knowledge of Canada with some effectiveness -applies knowledge of Canada with considerable effectiveness -applies knowledge of Canada with a high degree of effectiveness
Level 1 Level 2 Level 3 Level 4 Knowledge & Understanding -demonstrates a limited understanding of trench life -demonstrates some understanding of trench life -demonstrates a considerable understanding of trench life -demonstrates a thorough understanding of trench life Thinking & Inquiry -uses creative thinking skills with limited effectiveness -uses creative thinking skills with some effectiveness -uses creative thinking skills with considerable effectiveness -uses creative thinking skills with a high degree of effectiveness Communication -uses proper spelling, grammar, and punctuation with limited effectiveness -uses proper spelling, grammar, and punctuation with some effectiveness -uses proper spelling, grammar, and punctuation with considerable effectiveness -uses proper spelling, grammar, and punctuation with a high degree of effectiveness Application -applies 5 or less of the key words from the trench vocab sheet to his or her letter -applies 6-8 of the key words from the trench vocab sheet to his or her letter -applies 9-11 of the key words from the trench vocab sheet to his or her letter -applies 12 or more of the key words from the trench vocab sheet to his or her letter Descriptive feedback:
The following clauses are not applicable to this investigation (explain below the reasons for these exclusions). NOTE The above guidelines do not, in any way, absolve any investigator from any special issues of consent. This must be considered carefully including issues of privacy of health information. Refer to: for additional information INVESTIGATOR SIGNATURE AND DECLARATION The information supplied in this application is a true and accurate account of the project and is provided with sufficient clarity to enable review. I agree to conduct the research activity and handle data confidentially in accordance with the requirements of Calvary Health Care Adelaide (CHCA), the National Statement on Ethical Conduct in Human Research 2007; the Australian Code for the Responsible Conduct of Research (2007); the Code of Ethical Standards for Catholic Health and Aged Care Services in Australia (2001), and LCM Health Care national policy no 5.2.1 Ethical research and reporting requirements. I have read the application and confirm that this project: has been developed and will be conducted in accordance with relevant Calvary Health Care Adelaide standards, policies and codes of practice; has research merit; has adequate resources and appropriate leadership/supervision. I will only commence this research project after obtaining approval from the CHCA HREC and authorisation from the site CEO. Print Name: _______________________ (Principal Investigator) Signed: _______________________ Dated: / / (Principal Investigator) dd/mm/yyyy APPENDIX 1 - ESSENTIAL DOCUMENTS CHECKLIST PLEASE REVIEW THE CHECKLIST AND ENSURE THAT ALL ESSENTIAL DOCUMENTS ACCOMPANY YOUR SUBMISSION
INVESTIGATOR - INITIATED PROTOCOL EVALUATION FEES Trial Type Fee ($) GST exclusive Fee ($) GST included Internal – CHCA Investigator (PI) - Initiated protocol Fees Waived Fees Waived External – Non-CHCA Investigator - Initiated study protocol 450 495 INVESTIGATOR - INITIATED PROTOCOL AMENDMENT EVALUATION FEES Internal - CHCA Investigator (PI) - Initiated study protocol Fees Waived Fees Waived External – Non-CHCA Investigator-Initiated study protocol 200 220 CHCA HREC SCHEDULE OF FEES_NOV_23_2011_FINAL.doc
[INSERT LETTERHEAD HERE] Scholastic Inc. 557 Broadway New York, NY Attn: Karen Fuchs Ph: 212-343-4447 Date (DATE OF ISSUE): MONTH/DAY/YEAR RE: Chemicals of High Concern to Children (CHCC) Declaration Title: ISBN: P.O.#: Product Manufacture date: month/year Vendor: Mark one: Contains reportable chemicals of high concern for children. If yes, provide the following: Component Reportable Chemical Concentration State requiring reporting Reported by vendor (Y/N) Date Reported Does not contain reportable chemicals of high concern for children Sign and date below and submit to . Name of Issuer & Title Signature Date
Community Health Center Governing Board Meeting Hesperia Health Center, Conference Room 16453 Bear Valley Road, Hesperia, CA 92345 April 24, 2018 from 9:00 A.M. – 11:00 A.M. Type of Meeting: San Bernardino County Community Health Center Governing Board Meeting Meeting Facilitator(s): Kellee Williams, Chair Meeting Agenda Call to Order Minutes to review and approve from March 27, 2018 Open Issues Membership Recruitment Update (Lonnie Ramirez/James Atkins) Health Center SWOT (James Atkins) Nominating Committee (Kimberly, Elizabeth, William) New Business CEO Report (Jennifer Baptiste-Smith) Action Item: Patient Satisfaction Survey (Winnie Kimani) Action Item: 2018 QI Plan and Charters (Maryam Sanjari, M.D.) Roundtable Adjournment Next Meeting: May 22, 2018 from 9:00 A.M. – 11:00 A.M. Meeting Location: Hesperia Health Center, Conference Room 16453 Bear Valley Road, Hesperia, CA 92345
ELECTRONIC ENTRY Name: Address: Email: Phone: Cell: I AM HAPPY TO RECEIVE FUTURE SCHEDULES BY EMAIL (DELETE ) YES / NO I DO / DO NOT (delete one) give permission for my name & contact details to be published in the Christchurch Show Catalogue which may be made available to the public & show sponsors. Use this form for emailing your entries to and make payment to Club Account (details below). Or print and mail to: Show Secretary, Christchurch Poultry Club, PO Box 8436, Christchurch 8440 Fill in Columns marked with * only. Class * Pen No. in Place Prize Money Class * Pen No. Breed * Catalogue Price TOTAL 2 Club & Show Details Christchurch Poultry, Bantam & Pigeon Club 2018 Annual Show To be held at the Canterbury Table Tennis Stadium, 294 Blenheim Road 22 and 23 June 2018 Entries Close 4 June 2018 No. $ each Catalogue $5.00 Member entry $1.50 Junior member entry $0.50 Member Eggs $1.00 Subs Adult $10.00 Subs Couple $15.00 Subs Junior/Child $3.00 Non member entry 3.00 Junior non member entry 0.50 Eggs non member 2.00 Account: BNZ 02-0800-0182295-00 Please use your name as a reference $ Date internet payment made: PLEASE COMPLETE THIS - SAVE AS “ENTRY 2018 YOUR NAME” EMAIL TO:
CANADIAN HYDROGRAPHER CERTIFICATION CBEPS EXEMPTION REQUEST – FORM Surname: ____________________________ Dr. Mr. Ms. Mrs. First Name: ____________________________ Please provide an Office or Residence address Office Residence Company Name (if applicable): _____________________________________________________ Address: _______________________________________________________________________ City or Town: ________________ Prov. / Terr. / State: ________________________ Postal or Zip Code: _________ Country: _______________ Tel: _______________ Ext.: _____ Email: ________________________________________________ CBEPS Exemptions Requested are as follows: C1 – Mathematics C2 – Squares Estimation and Data Analysis C4 – Coordinate Systems and Map Projections C5 – Geospatial Information Systems C6 – Geodetic Positioning C7 – Remote Sensing and Photogrammetry C12 – Hydrographic Surveying E2 – Advanced Hydrographic Surveying COMPARISON OF CBEPS REQUIREMENTS & CANDIDATE’S TRAINING - C1 MATHEMATICS Learning Institutions and / or Training Courses Attended
C1.0 Explain characteristics of cognitive and language development. C1.1 This competency is measured cognitively. NOTE: This competency is also covered in CHD 203. 3 LEARNING OBJECTIVES C1.1.1 Define cognition. C1.1.2 Identify cognitive behavior. C1.1.3 List Piaget’s stages of development. C1.1.4 State the significance of right-and left-brain functioning. C1.1.5 Identify infants’ pre-linguistic skills. C1.1.6 Describe a typical language skills from birth to age eight. C1.1.7 Identify the adult role in the literacy development of young children. C1.1.8 Describe the origins of social dialects. C1.1.9 Explain the impact of play on cognitive and language development. C1.1.10 Define bilingualism and how it develops. C1.1.11 Explain the relationship between intelligence, creativity, and giftedness. 1 1 1 2 1 1 1 2 3 2 2 MODULE C OUTLINE: Definition of cognition Cognitive behavior Piaget’s stages of development Significance of and left-brain functioning Infants’ pre-linguistic skills Typical child’s language skills from birth to age eight role in the literacy development of young children Origins of social dialects Impact of play on cognitive and language development Bilingualism and how it develops Relationship between intelligence, creativity and giftedness Developmental delays MODULE D – SOCIAL AND EMOTIONAL DEVELOPMENT PROFESSIONAL COMPETENCIES PERFORMANCE OBJECTIVES KSA Indicators D1.0 Explain characteristics of social and emotional development. D1.1 This competency is measured cognitively. 2 LEARNING OBJECTIVES D1.1.1 Explain affective behaviors of a young child. D1.1.2 Identify the major aspects of attachment. D1.1.3 Recognize examples of dependence and independence. D1.1.4 Identify the different emotions. D1.1.5 Explain techniques to foster children’s positive emotional expression. D1.1.6 Explain the of temperament. D1.1.7 Identify the major factors in the development of the self-concept. D1.1.8 Explain the significant aspects of social development. 2 1 1 1 3 2 1 2