zilongwang/ReadingBank huggingface dataset:
Staff at the Crest Hill Branch should move themselves and patrons (as far as is reasonable) away from any internal or exernal windows, and take cover beneath desks or tables, placing head between knees, and covering head with arms. The larger public restrooms are good places to take cover, as is the staff entry hall. Wheelchair bound patrons/staff should be moved to an interior wall, away from windows. If unable to get to the restrooms or some other windowless area, it is best to crawl beneath the closest desk or table, place head between knees, and cover head with arms. After the earthquake has passed: The librarian in charge will give an all clear and evacuate the building. Damage may be widespread including nearby buildings and streets. After exiting the building, staff and any patrons who wish to stay onsite should gather at the south end of the parking lot nearest the Menard’s Store. The librarian in charge will attempt to account for all staff and determine if first aid needs to be rendered. Aftershocks may also after the initial tremor. It may be necessary to take cover again while implementing the previously noted procedures. Monitor the following radio stations for important information: WJOL – 1340 AM | WCCQ–98.3 FM | WSSR–96.7FM | WRXQ–100.7FM Once the building has been cleared of people and properly secured, the librarian in charge will notify the Director and Facilities Manager to inspect the library(s) for possible damage. Gas mains, water mains, and electrical service may need to be shut off. Earthquakes can also cause fires. In case of fire – follow the Fire section of this plan. Electricity/Natural Gas Service Emergency If electrical power is lost, the library building has an auxiliary generator system which supplies power for emergency essentials, including fire alarms and lighting. Additionally, many staff computers throughout the facility function on a battery backup system which provides enough power to save work and properly shut down. What to do if power is lost:
H M L Have you had any accidents or done anything reckless lately? 55 III. Significant Persons H M L What is your biggest worry right now? ____________________________________________________________ ____________________________________________________________ H M L What matters to you the most? _______________________________________________________________ IV. Student Safety Plan H M L Will you sign a Student Safety Plan? (If the answer is no, student qualifies as a high risk student) _________________ Note: Committee members should consider answers to the questions and overall demeanor of student when deciding risk Risk Factor Circle one: LOW MEDIUM HIGH ________________________________ ________________________________ Committee Member Signature/Title Committee Member Signature/Title ________________________________ Committee Member Signature/Title
Being secretive about friends, possessions, and activities. New interest in clothing, music, and other items that highlight drug use. Demanding more privacy; locking doors; avoiding eye contact; sneaking around. Skipping class; declining grades; suddenly getting into trouble at school. Missing money, valuables, or prescriptions. Acting uncharacteristically isolated, withdrawn, or depressed. Using incense, perfume, or air freshener to hide the smell of smoke or drugs. Using eye drops to mask bloodshot eyes or dilated pupils Finding help and support for drug addiction Call 1-800-662-HELP to reach a free referral helpline from the Substance Abuse and Mental Health Services Administration. 69 Bullying Every day in our schools and communities, millions of students are teased, threatened or tormented by bullies. Bullying is a problem that creates a climate of fear, that affects the whole school, and in some cases, the entire community. When we fail to recognize and stop bullying behavior as it occurs, we actually promote violence. We are saying to the
services and forensics); literature review Milestone 1 Estimated Incentive Payment (maximum amount): $2,077,697 Milestone 2 (P-2) Design community-based specialized interventions for target populations. Metric 1 (P-2.1): Project plans which are based on evidence / experience and which address the project goals. Baseline/Goal: Design community-based specialized interventions for target populations. Data Source: Project documentation demonstrate improved functional status on standardized instruments (e.g. ANSA, CANS, etc.) Goal: TBD Data Source: Standardized functional assessment (e.g. ANSA, CANS, etc.) Milestone 4 Estimated Incentive Payment: $1,546,832 Milestone 5 (I-X): Utilization of appropriate crisis alternatives Metric 1 (I-X.1):% increase in utilization of appropriate crisis alternatives. Goal: TBD Data Source: Claims, encounter, and clinical record data. Goal: TBD Data Source: Claims, encounter, and clinical record data. Milestone 7 Estimated Incentive Payment: $2,248,253 Goal: TBD Data Source: Claims, encounter, and clinical record data. Milestone 9 Estimated Incentive Payment: $1,617,303
127376505.3.3 9.IT.9.2 OD‐9 Right Care, Right Setting IT‐9.2 ED appropriate utilization Emergence Health Network 127376505 Related Category 1 or 2 Projects:: 127376505.2.1 Starting Point/Baseline: TBD Year 2 (10/1/2012 – 9/30/2013) Year 3 (10/1/2013 – 9/30/2014) Year 4 (10/1/2014 – 9/30/2015) Year 5 (10/1/2015 – 9/30/2016) Process Milestone 1 P-1: Project planning-engage stakeholders, identify current capacity and needed resources, determine timelines and document implementation plans Data Source: Plans and agendas Process Milestone 1 Estimated Incentive Payment (maximum amount): $0 Process Milestone 2 P-2: Establish baseline rates Data Source: Baseline data Process Milestone 2 Estimated Incentive Payment: $0 Outcome Improvement Target 1 IT-9.2: ED appropriate utilization Improvement Target: TBD Data Source: ED Data Outcome Improvement Target 1 Estimated Incentive Payment: $515,611 Outcome Improvement Target 2 IT-9.2: ED appropriate utilization Improvement Target: TBD Data Source: ED Data Outcome Improvement Target 2 Estimated Incentive Payment: $499,612 Outcome Improvement Target 3 IT-9.2: ED appropriate utilization Improvement Target: TBD Data Source: ED Data Outcome Improvement Target 3 Estimated Incentive Payment: $808,651
Table of Contents Crisis Planning and Preparation Background 3 Overview of Crisis Management Defining and identifying a crisis Key stakeholder audiences and their needs “The Four Rs” 4-7 Crisis Communications Process 8-10 Crisis Response and Communications Tools 11-13 Potential Crisis Scenarios 14-16 Templates/Worksheets Crisis Management Plan Template Crisis Questions Critical Steps Crisis Team Identification List List of Useful Third Party Resources Crisis Contacts for Media Inquiries Media Contact Log Crisis Guidelines Message Tips Media Interview Tips Questions the Media Always Ask Working with the Government Sample Recall-related News Release Contact Information for N.C. Producers 17-38
21 Local provision is evolving and the speed of change may not have been communicated to local officers Appraise senior offices around changes in local mental health provisions All partners On going Improved services for those with co-existing mental health and substance misuse issues 22 Dual diagnosis Monitor training through contract monitoring to ensure that all staff have improved awareness of the link between substance misuse and self-harm behaviour Conduct an audit of patients presenting in crisis with substance misuse services into acute mental health services Construct business case to support provision of substance misuse diversion services to reduce impact on acute services, support improved engagement in community drug and alcohol services and reduce the number of presentations to MH services in crisis Audit effectiveness of dual diagnosis diversion service Audit the number of acute inpatient Detox in acute inpatient settings who do not have a primary mental health problem Develop improved access to substance misuse services Explore how better integrated working across mental health and substance misuse services can be established and improved upon NHSG and RBG NHSG NHSG RBG RBG NHS Oxleas MHS Oxleas All All On-going Complete Complete Dec 15 On-going 5. Recovery and staying well / preventing future crisis No. Concordat Outcomes Deliverables/outcomes Who By when Joint planning for prevention of crises 23 Integrated care planning and the provision of robust All patients their carers and relatives to sign up to the provision of care plans which will have relapse indicators NHS Oxleas On going
EMERGENCY TELEPHONE NUMBERS General Emergency ……………………………….. 911 All Fire and Police Departments …………………. 911 Police Department ………………………………… 620-343-1766 Fire Department …………………………………… 620-343-4230 Central Office ……………………………………… 785-242-7450 Area Hospital: Newman Regional Health ………………….. 620-343-6800 Animal Control / Sheriff …………………………… 620-342-5545 Poison Control Center ……………………………. 800-332-6633 County Health Department ……………………… 620-342-4864 ECKAN HEAD START 1130 SCOTT STREET EMPORIA, KS 66801 620-343-3270
CODE BLUE: A code blue is a medical emergency in the building where staff trained in CPR / FIRST AID will need to respond to the scene. All students are to remain in the classroom ( if in hallway for any reason, they are to immediately return to their scheduled classroom). CODE RED: A code red indicates a situation where an imminent threat exists to the students and staff in our school and immediate protective action is needed. (SEE EVACUATION PROCEDURES).
EMERGENCY TELEPHONE NUMBERS General Emergency ……………………………….. 911 All Fire and Police Departments …………………. 911 Police Department ………………………………… ___________ Fire Department …………………………………… ___________ Childcare Partnership Specialist…………………. ___________ Name: ____________________ Central Office ……………………………………… 785-242-7450 Area Hospital: _____________________ ………………….. ___________ Animal Control / Sheriff …………………………… ____________ Poison Control Center ……………………………. 800-332-6633 County Health Department ……………………… _____________ ECKAN HEAD START
Building — lease Building — repairs Business coach/mentor Business equipment — fax machine/s Business equipment — photocopier/s Business equipment — printer/s Business equipment — other Cash register/s Computers — hardware systems Computers – Internet Service Provider (ISP) Computers — maintenance Computers — software systems Computers — web design/SEO or providers Electrician Electricity supplier Fire detection equipment (alarms/sensors) Firefighting equipment
Likelihood Remote Likely Very likely Probable Insignificant Low High Catastrophic Risk Prioritisation Template Priority 1-5 Identified risk description Likelihood from risk matrix Severity from risk matrix Responsibility name or position Minimisation action description Contingency action description Actioned by name Action date Reviewed by Review date name
Recovery Checklist Tick when complete Action Reconstruct financial records Establish cash position Prepare forecasts List assumptions Conduct overall damage assessment Contact insurance company Source any available government assistance Communicate – employees, customers and suppliers Assess mental health – seek counselling Contact banks / ATO etc. – advise situation – seek deferments Re assure customers Revisit cancellations and postponements Demonstrate leadership to staff Maintain customer service standards Take charge of each emerging situation – show overall leadership
“Form and Function: Placing Brian Goodwin,” in The Intuitive Way of Knowing: A Tribute to Brian Goodwin, edited by Chris Chetland, David Lambert, and Craig Millar (Edinburgh: Floris Books, 2013). In an excellent article reviewing and contrasting the structuralist functionalist paradigms, Ruse confesses his adherence to functionalism. 68. Jerry A. Coyne, Why Evolution Is True (New York: Oxford University Press, 2009). 69. Daniel Dennett, Darwin’s Dangerous Idea: Evolution and the Meanings of Life (New York: Simon & Schuster, 1995). 70. Richard Dawkins, The Blind Watchmaker, new edition (London: Penguin, 2006).] [Michael Denton: Evolution, Still a Theory in Crisis (Kindle Locations 398-402). Discovery Institute Press. Kindle Edition.] I believe, with Owen and many other nineteenth-century biologists, that life is an integral and lawful part of nature and that the basic forms of life are in some sense built into nature. I see this notion massively reinforced by the evidence of twentieth-century cosmology that the laws of nature are uniquely fine-tuned for life. Inevitably, therefore, this book is a defense of the typological world-view similar to that subscribed to by many nineteenth-century biologists: that the taxa-defining homologs represent a special set of natural forms which constitute the immutable building blocks of the biological world. [Michael Denton: Evolution, Still a Theory in Crisis (Kindle Locations 436-441). Discovery Institute Press. Kindle Edition.] 2. Galápagos Reflecting on this remarkable group of birds Darwin famously (and rightly) inferred: “Seeing this gradation and diversity of structure in one small, intimately related group of birds, one might really fancy that from an original paucity of birds in this archipelago, one species had been taken and modified for different ends.”7 [7. Charles Darwin, Voyage of the Beagle (1845 edition), Chapter 17, 402.] [Michael Denton: Evolution, Still a Theory in Crisis (Kindle Locations 495-497). Discovery Institute Press. Kindle Edition.] In other words, species were not specially created. Existing species had
Name: ________________________ Reference 1 Recommended Teachers’ Responses to Students’ Reactions towards a Crisis Event Guiding Principles: Listen: Listen to the students and allow them to express their emotions. Be empathetic. Accept different feelings and thoughts expressed by students. Understand: Understand that students react to the same crisis event differently and a lot of their reactions are common crisis reactions. Remind: Difficult moments shall pass. Remind one another to take good care of one self and seek help whenever necessary. Student Reaction Teacher Responses Shock and Denial Initially students may appear remarkably unresponsive to the news of a suicide. They find it difficult to accept the reality of the death. Teacher needs to assume a stance of anticipatory waiting, acknowledging the shock and demonstrating a willingness to talk when students feel ready. Anger and Protection Students will look for someone to blame. Anger may be directed at adults in the deceased’s life, including staff members. ‘Why did they let it happen?’ Teacher can listen to students’ feelings. It is sometimes helpful to explain that blame is a common reaction to an event that can’t be explained. Guilt Typically students who have the deceased may move from blaming others to blaming themselves. ‘If only I had talked to him more.’ Teacher can help by reminding students the limits of personal responsibility. at the Deceased This is not uncommon, even among those who have not been really close to the deceased. ‘How could he be so stupid to do such a thing?’ Allow some expressions of anger. Teachers can point out that feeling angry is common. A simple acknowledgement of this feeling may lessen its intensity. Reference 2 Guidance to Parents on Supporting Children at Time of Crisis
 A flexible and servant-like heart and attitude!  Sleeping bag/linens  Pillow  Flashlight  Soap  Shampoo/conditioner  Deodorant  Toothbrush/toothpaste  Towel  Insect repellant  Sunscreen  Handi wipes CLOTHES:  Work clothes  Long-sleeved shirts for November-April Long pants and/or cargo shorts Casual clothes for evening times and traveling  Sweater, sweatshirt, or light jacket in season  Modest sleeping clothes Raingear Hat  Versatile walking shoes Work shoes (Tennis Shoes are acceptable; steel toes are not required, but if you have them, bring them!)  Flip-flops for showers or evenings Optional:  Earplugs  Laptop (WI-FI not available in all locations)  Alarm clock  Gift cards to donate to the ministry from Lowes, Home Depot, Wal-Mart etc. IMPORTANT ITEMS TO CONSIDER REST An overly tired worker may not be able to minister effectively when opportunities arise. It is important that everyone work at a reasonable pace throughout the day and stay hydrated. RISK
Team Member Skill Assessment Please complete and e-mail to respond@efca.org 4 prior to arrival. Please write a number 1 through 6, as each skill applies to each team member. If you have no experience at all, please that box blank unless you are willing to learn. If you are licensed in a given area (e.g., plumbing, electrical), please write that next to your name. 1 – Willing to learn 2 – Have helped before 3 – Work at frequently 4 – Experienced Do-It yourselfer 5 – Make a living at 6 - Licensed _______________________ Organization/ Church Name _______________________ Week Coming to Serve Team Leader Please list team members Age 1= under 14 2=14-15 3=16-17 4=18-39 5=40-59 6=60 plus Pastor, ministry leadership (Please specify) General/Versatile laborer General Contractor General Carpentry Finish Carpentry Drywall Hanger Drywall Finisher Framing Painting Flooring Siding Windows Roofing Electrician Plumbing Heating/AC Tile Setting Masonry Counseling Prayer Visitation Mechanic Other (please specify) 1. 2. 3. 4. 5. 6. 7. 8.
Backplane 160 Gbps (with QSFP+ ports) or 80 Gbps (with SFP+ ports) Virtual Chassis interconnect to link up to 10 switches as a single logical device Uplink Fixed 4-port uplinks can be individually configured as GbE (SFP) or 10GbE (SFP+) ports; 2 x 40G QSFP+ ports. DRAM 2GB Flash 2GB CPU Dual Core 1 GHz GbE port density per system 54 (48 host ports + four 1/10 GbE and two 40GbE uplink ports) Packet-Switching Capacities 336 Gbps Maximum MAC addresses per system 32000 Number of VLANs supported 4093 Number of link aggregation groups (LAGs) supported 128 PoE+ Power Budget 740W/1440W Total 30 W PoE+ Ports 48 up to 30W Form Factor 1 RU Wireless Access Points Quantity Description Vendor Part Number 30 Meraki MR 52 Access Point MR52-HW 30 Meraki Access Point License 3 year Access Points must be compatible with existing 5500 Series Wireless Controller and Cisco 1142N access point environment. Access Point Specifications to include: Device Radios 1 × 802.11b/g/n 1 × 802.11a/n/ac 1 × WIDS/WIPS 1 × Bluetooth Data Rate 2.5 Gbit/sec max rate Interface 2 × Gigabit Ethernet port Performance features 4×4:4 MU-MIMO 160 MHz channels Priority Voice, Power Save (802.11e/WMM) Hardware-accelerated encryption Band steering Mounting Desktop, ceiling, and wall capable Antenna Integrated omni-directional antennas (5 dBi gain at 2.4 GHz, 6.2 dBi gain at 5 GHz) Individual antenna elements for each Simultaneous Connections 256
SWORN TO AND SUBSCRIBED BEFORE ME THIS _______ DAY OF _______________, 2017 ________________________________ NOTARY PUBLIC My Commission Expires ____________ Appendix B – LIST OF EQUIPMENT AND SERVICES All applicable taxes, fees, shipping and surcharges from which the District is not exempt or that is imposed or assessed by Vendor must be shown below or they will not be paid by the District. B.1 Compatibility Although functionally equivalent may be submitted for consideration, the equipment listed below must be interoperable and compatible with the District’s existing equipment and protocols which are as follows: Switching Equipment is able to be stacked via the backplane and not through SFP+ All wireless equipment will be compatible with existing Cisco XX Wireless Controller and XX wireless access points. DATA PROVIDED BY DISTRICT DATA PROVIDED BY VENDOR Equipment Description Manufacturer Part # Estimated Quantity Unit Cost Extended Cost Warranty Information % E-rate Eligibility Sonicwall NSA5600 Dell Sonicwall 01-SSC-3831 1 Juniper Network Switches Juniper EX3400-48P POE+ EX3400-48P 30 APC 1000VA APC SMT1000RMIU2 20 Meraki MR 52 Access Point Meraki MR52-HW XX Meraki Access Point License 3 year Meraki XX
Conduct Family Digital Citizenship workshops Provide instruction and resources for parents and students year 1-ongoing meeting documentation Meeting notices Signed digital citizenship contracts Sign in sheets Agendas Printed resources for families No Cost Leadership Team Parent Coordinator Create a modified version of PBIS that addresses the challenges and supports the needs of staff/students YEAR ONE Leadership Development and Planning CCHS Leadership Team will work with a contract consultant to develop a school leadership team and plan. year 1-ongoing Sign in sheets & agendas L4GA School Leaders Hughes Contract: Deanna Hibbard Increase school climate rating scores Provide guidance and instruction for students about proper behavior, behavior plan and incentives. Increase awareness and importance of a safe environment. year 1-ongoing school climate survey results Results of online evaluation Results of completed by Core Planning Team Student attendance data Copies of incentive plans for students and staff Meeting agendas, sign in sheets & copy of stakeholders communication plan No Cost School leaders Core planning team District social worker
Collect and analyze data to measure progress/growth Weekly Collaborative meetings will be held to review data, strategies and discussion. year 1-ongoing Baseline data SST/RTI meeting documentation of plans for students, collaborative planning documents Lesson plans Administrative walkthroughs and evaluations No Cost Leadership team Counselor Academic Coach Establish and sustain powerful partnerships that are focused on continuous school improvement and student growth and learning through the preparation of candidates and professional development of P-20 educators Continue existing partnerships and seek more community involvement year 1-ongoing discussion notes of feedback from partners Copies of schedule of mentors Agendas, sign in sheets No Cost School Leaders Coaches Provide onsite, hands-on professional development for high school students enrolled in the Work Based Learning Program who have expressed an interest in pursuing a career in Secondary Education Collaboration with CCHS WBL Coordinator throughout the year year 1-ongoing documentation for WBLP student’s time on campus Documentation of mentor teacher’s feedback to students Documentation of feedback given to WBLP coordinator Copy of written feedback No Cost School Leaders WBL Instructor Mentor Teachers WBL Students Collaborate with instructors at the colleges to enhance current course content related to literacy/language development Incorporation of strategies will be planned throughout Year 1 of the grant with pilot implementation in Year 2 of the grant and full implementation Year 3 of the grant year 1-ongoing documentation of feedback, sign in sheets, agendas List of advisory members No Cost Leadership Team College Instructors Principal
Conference venue Option 1 Option 2 (if applicable) Venue name website Internal caterers External caterers Venue capacity Minimum of 300 chairs – theatre Yes / No Yes / No Please list the visual equipment that the venue has (ie. Lectern, screen, projector, microphones etc) If the venue does not have AV equipment do you have a local supplier? If so please provide details Does the venue have capacity for an exhibition (30mX20m> Yes / No Yes / No Does the venue have a space adjencent that a 30m X 20m marquee can be set up? Yes / No Yes / No
Appendix 1 Cequip Catalogue reference Item of Equipment Who is responsible for provision within setting Comment Nursing Non- Nursing BP001 Foam overlay mattress (propad/Dyna Pad NH ALES Up to 12 then subject to reassessment. AM007 or AM010 Dynamic alternating mattress overlays. (Eclipse/Talley Quattro) ALES ALES Up to 12 weeks then subject to reassessment. AM001 or AM012 Dynamic alternating pressure mattress replacement (Talley) ALES ALES Up to 12 weeks then subject to reassessment. Foam low risk cushion ALES ALES Up to 12 weeks then subject to reassessment. AC007 Dynamic cushion system ALES ALES Up to 12 weeks then subject to reassessment EB001 Electric profiling community bed NH ALES Up to 12 weeks then subject to reassessment. Bed proforma to be completed as per community setting NH- Nursing Home ALES- Adaptations & Loan Equipment Service
Criteria for Research Route Research Esteem Innovation & Impact Contribution Academic Leadership Evidence would be expected to include: E1 Indicators of standing in academic community such as: member/ fellow of professional and subject specific bodies and societies; awards and prizes; conference organising committees; editorial boards and editorships; prestigious visiting appointments; research degree examining; grant awarding committees; peer review of promotion applications. E2 Dissemination of research findings at national and international level; invited speaker at other UK universities and international conferences. E3 Peer review of journal publications in a subject area and associated fields; Book proposals and grant applications for major national or international funding bodies; Chairing at national and international conferences. I1 Track record of scholarly output which includes a significant contribution to at least 4 papers in the most recent 6 year period which are likely to achieve an average rating of 3* (REF equivalent, judged against current criteria), and with none of these below 2*. (A substantial monograph may substitute for two publications.) I2 Demonstrable growing impact of research on for example: high citations, honours by external institutions, references to work by others, recognised contribution to society and the economy; development and exploitation of intellectual property. I3 Leading the development of new programmes and activity built upon research, for example: Knowledge Exchange, Consultancy, CPD or postgraduate provision. C1 A sustained track record of securing external funding and support for research activity as Principal Investigator or key contributor. C2 Successful delivery of externally funded projects. C3 Substantial record of networking and collaboration within the university. C4 Integrating research into teaching to enhance the student experience. C5 Leadership in the management, support and development of research students. C6 Serving on relevant school or faculty-level committees and groups within the University. AL1 Supporting, mentoring and bringing on other members of staff in research area, including Early Career Researchers, to build capacity and capability. AL2 Successful supervision of postgraduate and doctoral students to completion. AL3 Management of specific research projects with evidence of achieving deliverables. AL4 Leading capacity building initiatives and development activity and a track record in mentoring or management of staff. AL5 Major contribution to Subject/School / Faculty strategic planning or policy development. AL6 Contribution to the University international profile through the leadership and development of successful research or teaching partnerships.
• For the Historic Category, the individual(s), team, organization or association usually will have contributed in a positive and significant manner to hockey and hockey development, through their participation or involvement in hockey. • More than 40 years will have passed since their accomplishment • May also qualify under other categories but deserves special consideration due to the time frame. Lifetime Achievement Award: • An individual who has been involved in defining the community sports scene, making significant contributions through most but not necessarily all of the following areas: athletic achievement, organization, development, mentoring, volunteering, and/or coaching. • Major contributions did not occur in another community as it would be expected they would be honored in their "hometown". Application forms can be found on the Tofield Minor Hockey Website under the forms menu.
Registered Practitioners demonstrate professional accountability and act with a ‘duty of candour’. During the assessment the Practitioner consistently recognises and works within the limitations of their knowledge, skills and professional boundaries, understanding their responsibility and accountability for their own actions and omissions. Registered Practitioners demonstrate how to safeguard vulnerable adults and children, and when to raise identified concerns through the appropriate channels. During the assessment the practitioner is observed or is able to recognise and respond correctly when people are in vulnerable situations, at risk or in need of support and protection. Registered Practitioners demonstrate their professional responsibility and accountability delegating care to non-registered practitioners. During the assessment the practitioner is able to explain their professional responsibility and accountability for delegating care to practitioners. Competency Statement Subject Specific Competencies Expected of Competency Level of Competency Evidenced Signature of Assessor The Registered Practitioner is able to demonstrate that they have the skills and knowledge to undertake Criteria Led Discharge in line with the standards set. During the assessment the Registered Practitioner is able to explain what CLD is and the aim of the standard. The Registered Practitioner is able to Demonstrates awareness of own accountability and responsibility when undertaking CLD During the assessment the Registered Practitioner is able to explain their accountability and responsibility when undertaking CLD to ensure safe and appropriate discharge The Registered Practitioner is able to demonstrate how CLD benefits: The patient, their carer and/or family The Organisation During the assessment the Practitioner is able to explain the benefits of CLD for: (a) The patient, their carer and/or family (b) The Trust The Registered Practitioner is able to demonstrate that they are of the authorisation required from medical staff for During the assessment the Registered Practitioner is able to explain the level of registered
CLD to occur and identify where this particular information is documented authorisation and documentation required for CLD to take place. The Registered Practitioner is able to demonstrate that they have the skills to identify issues and escalate as appropriate to ensure that patients are discharged safely and appropriately. The Registered Practitioner is able to explain some of the issues that need to be addressed to enable a patient to be discharged using safely and appropriately. The Registered Practitioner is able to demonstrate effective communication with the patients and/or carers regarding: - Instructions for follow up care. Guidance with medication Home care requirements, social Equipment Ensure all information leaflets are given as appropriate to support verbal information. The Registered Practitioner is able to explain why effective communication is essential when undertaking CLD. Assessment Outcome – Please sign in relevant box
Has a detailed programme of safety training for contract workers, selection criteria for contractors includes safety related clauses which also form a part of contract and ensures that the contractor fulfils his responsibilities 7.5 Commitment of top management for safety in your Organization 7.5.1 Level and frequency of review of safety performance Whether it has any specific period and level of review. If so, at what level? Are safety issues reviewed at the Board level and if so, at what frequency? 7.5.2 How is the budget provision for Safety made in your Organization/Unit? Whether it has any specific budget earmarked for safety. If so, whether it is prepared by the safety officer or it has more broad based systematic approach like for the operating plants there is a laid down procedure for safety budget and for new investments Business heads include safety budget in their investment proposals 7.5.3 Is safety a part of performance appraisal in your Organization/ unit? Whether any specific reference is given to safety in performance appraisal system. If so, up to what level and whether it is part of the Key Result Area (KRA)? Safety Systems 20 marks 8.1 How system of safe working practices including work permit systems developed and practiced at the construction site? Work permit systems: Working in close proximity of overhead power lines and telecommunication cables Digging work where underground services are located Working with Heavy Moving Machinery 8.2 Describe incident/accident investigation system followed in your Organization/Unit? Is any incident/accident investigation system followed? If so, Are only accidents investigated Does organization has a comprehensive system of accident/incident (near misses) investigation by a multi-disciplinary team Is there a system of conducting root cause analysis, & initiating corrective and preventive actions Are findings of investigation (post-accident) recorded, responsibilities fixed, actions taken reviewed at Unit Head level including training, provision/modification of facilities etc.
Company : OXYGEN DIGITAL SHOP, Kottayam, Kerala India Position : Service Engineer Duration : 15 Dec 2014 - 4 APRIL 2016 DUTIES AND RESPONSIBILITIES System Assembling Networking Laptop & Desktop Service and repair PLC & SCADA Software Installation Office controlling LANGUAGES KNOWN English – Reading, writing and speaking Malayalam – Reading, writing and speaking Tamil – Speaking Arabic – Speaking Hindi – Speaking Passport Details PASSPORT NO : L 8905725 DATE OF EXPIRY : 15-04-2024 PERSONAL DETAILS NAME : Criss Mathew John RESIDENTIAL ADDRESS : Chennattu (H), Nattakom P.O, Kottayam, Kerala, India, Pin-686013 DATE OF BIRTH : 25-02-1994 AGE : 24 GENDER : Male MARITAL STATUS : Single NATIONALITY : Indian VISA STATUS : EMPLOYEMENT VISA EXPIRES ON DECEMBER IMMEDIATELY JOIN Declaration I hereby declare that the above information’s furnished by me are true to the best of my knowledge and belief. (CRISS MATHEW JOHN)
For partial disability: retraining and relocation to suitable posting apart from the compensation under like Workmen Compensation Act (WCA) 7.4 What is your Organization’s policy for contractor’s safety management? Whether organization considers safety of contract workers is an to be dealt with by the contractor and at best has made the arrangement of safety training for contract workers or goes beyond & considers As a principal employer owns up the overall responsibility for contract workers Has a detailed programme of safety training for contract workers, selection criteria for contractors includes safety related clauses which also form a part of contract and ensures that the contractor fulfils his responsibilities 7.5 Commitment of top management for safety in your Organization/Unit 7.5.1 Who has the primary responsibility for safety in the organization/unit? How primary responsibility of safety is defined in the organisation. Is it HR/Admin, Safety manager for the overall responsibility And for the production head Or the responsibilities are defined at various levels in the organization/unit 7.5.2 Is Safety part of any review meeting of the management? Whether it has any specific system for the review of safety issues in the organisation exists or it is as and when issue come up. Does it have a system of review at various levels? If so, at what frequency?
12.1 Has the company/unit undertaken any new safety initiative during the year? If yes, describe briefly the initiative. What type of initiative taken? Does it have a systematic approach, involvement of various levels of employees, inclusion of contract workers, monitoring mechanism for effectiveness of implementation? 12.2 Mention safety recognition/awards received, if any. Whether unit has received any Safety Awards from State/National Govt, Industry Association, International bodies.
ABBREVIATIONS ABLS – Advanced Burn Life Support sponsored by the American Trauma Society. ACLS – Advanced Cardiac Life Support sponsored by the American Heart Association (AHA). ACS – American College of Surgeons. ACS/COT – American College of Surgeons Committee on Trauma. ATCN – Advanced Trauma Care for Nurses sponsored by the Society for Trauma Nurses. ATLS – Advanced Trauma Life Support course sponsored by the ACS. BOH – State Board of Health. C – Critical criterion. CEN – Certified Emergency Nurse. CRNA – Certified Registered Nurse Anesthesiologist. CEO – Chief Executive Officer. COT – Committee on Trauma. CT – Computed Tomography Scanning. CEU – Continuing Education Unit. CME – Continuing Medical Education. DOA – Dead on arrival. ECG – Electrocardiogram. ED – Emergency Department. EMS – Emergency Medical Services. EMSC – Emergency Medical Service for Children. ENA – Emergency Nurses Association. ENPC – Emergency Nurses Pediatric Course sponsored by the ENA. ENT – Ear, Nose, and Throat surgery service. ETT – Endotracheal tube. ISS – Injury severity score. ICU – Intensive Care Unit. ICD9 – edition of International Classification of Disease. ICD10 – Tenth edition of International Classification of Disease. ICP – Intracranial pressure. IV – Intravenous. LPN/LVN – Licensed professional vocational nurse. MRI – Magnetic resonance imaging. MD – Medical doctor. NC – Non–critical Criterion. OEMS – The Virginia Office of Emergency Medical Services. OR – Operating room. PALS – Pediatric Advanced Life Support sponsored by the American Heart Association. PI – Performance improvement; used to describe quality assurance efforts (QA/QI/CQI).
Member of SMT: Yes: ……………. No: ………………… (please indicate as appropriate) Contact Details: Telephone number/ school number plus extension: ………………………………………………………………… Address: ………………………………..………………………………………………………………………………………… Description of activities engaged to support the certification process and collation of evidence: Authentication Signed: ……………………………………………………………………………………………………………………….. Print Name: ………………………………………………………………………………………………………………… Position: ……………………………………………………………………………………………………………………… Date: ……………………………………………………………………………………………………………………………
NHS Bedfordshire GP Surgeries Bedford (24 GP Practices) Chiltern Vale (9 GP Practices) Ivel Valley (9 GP Practices) West Mid Bedfordshire (6 GP Practices) - Dr Basra, (Ampthill Road) - -Caudwell Medical Centre - - - (Bedford and Bromham) - - - - - - , Kempston - (Tyne Crescent Surgery and Bromham Surgery) - Dr Kedward and Partners, (Bedford and Elstow Medical Centre) - - - - - - - - - - - - - - - - - - - - - and Langford Surgery) - - - - (Potton and Gamlingay) - , Kings Road Surgery, Sandy - Surgery - - - , Ampthill - , Highlands - - - Ampthill and Oliver Street Branch Surgery, Wilstead Leighton Buzzard (3 GP Practices) - Bassett Road Surgery - Leighton Road Surgery - Salisbury House Surgery This list was updated in August 2017 Please see for the most recent list of Bedfordshire Clinical Commissioning Group GP surgeries
6. Grading criteria Weak evidence Do not consider an alert Medium evidence Only consider if supported by multiple criteria Strong evidence Consider an alert Exceptional circumstance 1. relevance Not locally relevant Maybe relevant Locally relevant Exceptional circumstances Tick one box 2. Anecdotal report Anecdotal without support Anecdotal supported by multiple reports Anecdotal supported by multiple sources and other criteria Exceptional circumstances Tick one box 3. Source of evidence Unreliable or unknown source, no evidence Unreliable but multiple sources or supported by other evidence Reliable source and specific enough to be of use Exceptional circumstances Tick one box 4.Forensic evidence No forensic evidence No forensic evidence but compelling evidence Forensic evidence Exceptional circumstances Tick one box 5.Confirmed harm No confirmed harm Potential serious harm or death Serious harm or death confirmed Exceptional circumstances Tick one box Boxes ticked in this column are a good indication that an alert is not warranted Boxes ticked in this column are neutral and should be supported by other strong evidence to warrant an alert ticked in this column are a good indication that an alert is warranted Exceptional circumstances for one criteria, may make an alert more likely or even justify an alert by itself Result of grading matrix (no. of Initial LDIS panel decision Do not alert Undecided Alert or other actions considered
Efficacy of alert Efficacy questions Do not consider an alert Efficacy neutral An alert is more likely Exceptional circumstance Information is in the public domain An alert is unwarranted and press reporting is not causing concern An alert is unwarranted but press reports are causing concern As alert is being considered and press reports are causing public concern An alert is more likely because of intense media and public attention Tick one box Will an alert enable avoidance or risk reduction? An alert would not be specific enough to enable avoidance or risk reduction An would not be specific but generic harm reduction advice is applicable An alert would enable a drug avoidance or harm reduction response An alert would not be not specific but other exceptional concerns override Tick one box Will an alert be counterproductive? An alert is likely to be counterproductive An alert may be counterproductive but harm reduction message suitable An is unlikely to be counterproductive An alert is warranted despite the risk of it being counterproductive Tick one box Use the answers to the efficacy questions to review the initial LDIS decision and arrive at a final decision recorded below. Panel decision decision
Evaluating TED Talks Length > 6 minutes Criteria Description Comments Rank out of 10 Emotional Response The TED talk should motivate and inspire the audience to make a change in their own lives. Relevance Connection to ME! The speaker makes the topic easy for me to connect to, which makes it easier to understand. The speaker uses real life examples. Overall Message or Argument The point(s) made by the speaker are debatable – I can agree or disagree. And, I have learned something new. Presentation Skills The speaker speaks with confidence and shows passion for his/her topic. The presentation is supported with media.
Surname/ Family Name First Name Professional status Professional working relationship with applicant How long have you known the applicant? (Years) (Months) Address Postcode: Phone number for queries Email address For queries Declaration by Supporting Signatory I, the undersigned, confirm that: - I am over 18 years old I am not related to the applicant by birth or marriage I am not in a personal relationship with the applicant nor live at the same address I have reviewed the special circumstances application that has been submitted I am prepared to be contacted by the panel to discuss the information provided if necessary I confirm that information the applicant named above is correct and I support the applicant in their application for consideration for pre-allocation to a local foundation school on the grounds of special circumstances due to a medical condition/disability.
3.7 Number of Collaborative activities for research, faculty exchange, student exchange per year 5 Name of the collaborating agency with contact details Name of the participant Source of financial support Year of collaboration Duration Nature of the activity Documents: e-Copies of linkage related documents. Number of linkages with institutions/industries for internship, on-the job training, project work, sharing of research facilities etc. during the last five years Title of the linkage Name of the partnering institution/ industry /research lab with contact details Year of commencement Duration Nature of linkage Name of the participant Workforce Development Programme Oracle Corporation 24-4-2016 12-3-2019 Oracle workforce development programs. Qualification Pack based Training Programs and Assessments NASSCOM 26-6-2013 To provide courseware, books, and websites for self learning to students Documents:
e-Copies of linkage related documents. Number of functional MoUs with institutions of national, international importance, universities, industries, corporate houses etc. during the last five years (only functional MoUs with ongoing activities to be considered) Organisation with which MoU is signed Name of the institution/ industry/ corporate houses Year of signing MoU Duration List the actual activities under each MoU year wise Number of students/ teachers under MoUs Cisco Systems 01-7-2017 2 Years 500 Activities under CISCO Systems. Established an CISCO Networking Academy Laboratory on 12th August 2017 and running Cisco’s licensed software’s and Hardware’s for developing applications by students. Established a CISCO Networking Academy. Offers Career oriented certification courses. Provides training to students on career oriented certification courses. Providing training to students to appear global certification. Oracle Corporation 24-4-2016 3 Years 200 Activities under Oracle Corporation Established an Oracle Technologies Laboratory on 4th January 2017 and running Oracle licensed software’s for developing applications by students. Two Faculty attended Oracle’s Workforce development programme on “Modern Digitalization and Skill in demand” at Oracle Corporation, Hyderabad. Organized one-day event on ““Modern Digitalization and Skill in demand” at VRSEC CSE Department on January 2017. Two faculty attended One-day Workforce Development Programme on – “Launching Java IoT Developer Course” conducted by Oracle Corporation India Pvt Ltd, Chennai on 11th January 2017. Twenty of prefinal year students registered to do global certification on Oracle Technologies. 6 Final year students done global Oracle Certified Associate certificates.
THE COMMITTEE ON FELLOWS B.The Committee on Fellows, shall consist of a minimum of three (3) Fellows of the Division. It shall be the responsibility of the Committee to recruit nominations for Fellow status, to evaluate and to recommend applicants/nominees for Fellowship to the Board of Directors of this Division. Working Notes Prepare a Call for Fellows for at least two issues of the newsletter detailing the criteria for initial and for current Fellows. For Initial Fellows: Send applications to interested applicants with deadlines Contact the sponsors for endorsement letters and thank them when received Send completed applications to members of Division Fellows Committee for their recommendation Write a Fellow Chair’s statement to be submitted to the APA membership Committee along with entire package Send all, paying attention to APA deadline for submission. Wait for decision by APA. Candidates must be approved by the APA Board of Directors, then by the Council of Representatives before it is official. For Current Fellows: Current Fellows are those Division 49 members who already hold APA Fellow status through another division. They do not need to be approved by the APA membership Committee. Ask applicants to submit a statement describing their important work in group psychology or group psychotherapy Send statement to members of Division Fellows Committee for their recommendation Write two reports on results for the Division Board of Directors meetings, one in June and one at end of the year. Contributors: Gloria B. Gottsegen Finance Committee
Component 7.2: Promoting Positive Interactions about Students and Parents – Timeliness and Professionalism The teacher communicates individual student progress to parents/guardians in a timely and professional manner. Possible Teacher Evidence Possible Student Evidence Ensures consistent and timely communication with parents regarding student expectations, progress, and/ or concerns Uses multiple means and modalities to communicate with families Respects and maintains confidentiality of student/ family information Demonstrates awareness and sensitivity to social, cultural, and language backgrounds of families Responds to requests for support, assistance, and/or clarification promptly • Participates in • Knows that teachers and parents communicate Unsatisfactory Basic Proficient Distinguished The teacher makes no attempt to perform this activity, or the teacher attempts to perform this activity but does not actually complete or follow through with these attempts. The teacher communicates individual students’ progress to parents/ guardians, but does not necessarily do so in a timely or clear manner. The teacher communicates individual students’ progress to parents/ guardians in a timely and professional manner. The teacher is a recognized leader in helping others communicate individual student progress to parents/guardians in a timely and professional manner.