zilongwang/ReadingBank huggingface dataset:
To: (School Principal Name) From: (Physical Educator) Re: California Physical Education Workshop Dates: July 18th – July 24th, 2018 (7 days/6 nights) Site: Cal Poly University – San Luis Obispo The California Physical Education Workshop (CPEW) is a nationally recognized professional development program for physical educators. The goal of physical education is to develop physically educated individuals who have the knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity. Attending the California Physical Education Workshop would increase my knowledge and improve my understanding of the standards listed in the California State Physical Education Framework. It would also help me to refine my teaching practices, update new curricula for my team, integrate new research methodologies into my instruction, learn new strategies and accommodations for all students, and improve our physical education test scores at (put your school here). As a physical educator, I would appreciate the opportunity to spend a week of my summer break learning from top teachers in the field as well as collaborating with other physical educators attending the conference. Please take into consideration the following expenses for the California Physical Education Workshop. Your full or partial financial support is would be greatly appreciated. Thank you. Expense Breakdown Type Description Cost Registration Curriculum, campus user fees Housing 7 days and 6 nights on campus Meals 5 days of a lite breakfast, 5 lunches, and 3 dinners
Additional speakers at the workshop included: Prof. Fatima Alvarez-Castillo from the University of Manila, Philippines; Dr. Dafna Feinholz, the chair of the Forum for Research Ethics Committees in Latin America; Dr. Tint Khin from the South African Women’s Health project; Eugenia Marinova, Operations Analyst at the World Bank for Southern Africa; Prof. Vincent Nmehielle Wits Law School Human Rights Chair; and Dr. Miltos Ladikas from the Centre on Economic and Social Aspects of Genomics in the United Kingdom. Participants in the workshop included Prof. Jennifer Thomson from the University of Cape Town, the UNESCO Woman in Science in Africa in 2003; Prof. Jacquie Greenberg, and Prof. Himla Soodyall, the South African representative on the UNESCO bioethics committee. The main outcome of the event was agreement amongst participants that benefit sharing arrangements in developing countries must be treated differently from benefit sharing agreements in developed countries. Reasonable access to and availability of drugs and medical services after the successful marketing of new products cannot be taken for granted in developing countries. Likewise, it cannot be taken for granted that research is undertaken with local health needs in mind. Hence, due to the potential lack of these standard benefits of pharmaceutical and medical research, additional benefit sharing agreements are warranted. on Women's Issues - Dafna Feinholz (Chair Latin American Federation of Ethical and Scientific Review Committees), Tint Khin (Researcher, Women's Health Project Fatima Alvarez-Castillo (Professor of Politics, University of the Philippines) Thanks to Prof. Himla Soodyall for taking the pictures!!
NHAA Continuing Professional Education (CPE) Diary To fill out your CPE diary: See the Quick Guide overleaf and/or the full CPE Guide which includes an example diary (available from ) Got questions or need a hand? Call us on 02 9797 2244 or email Name Member # (if relevant) CPE period Total points required per year: 50 Points can be allocated to one category (Herb Med, Nat, Med Sci, Other) or divided among more than one if relevant Herbal Medicine Naturopathy Medical Science Other (any subject) Date No of Hours if relevant Activity description e.g. Newsletter/Journal etc details e.g. Title, Presenter, Company, Subject, Database etc Minimum 20pts/yr No Minimum Minimum 12pts/yr No Minimum I certify that this is a true and correct record of my CPE activities for the above period: Type or sign your name here: Subject Totals Final Total (Min 50pts/yr)
CPE Monitor® (checked by ACPE Staff) The provider is meeting ACPE's requirements for submission to CPE Monitor®. Meets The provider has failed to meet ACPE's requirements for submission to CPE Monitor®. Needs Improvement or Additional Docs Required Application to the Practice of Pharmacy Each CPE activity is applicable to the practice of pharmacy as defined by the current Definition of Continuing Pharmacy Education. Meets The provider’s CPE activities are not applicable to the practice of pharmacy as by the current Definition of Continuing Pharmacy Education (e.g., personal financial management), presents topics without a full discussion of the pros and cons, or without research-based evidence (e.g., herbals). Needs Improvement or Additional Docs Required Activity Information Matches ACPE Records Information about individual activities matches ACPE records. For example, Universal Activity Numbers match ACPE's records. Meets The Universal Activity Numbers do not match ACPE's records Needs Improvement or Additional Docs Required If the rating is Needs Improvements or Commend, briefly explain the rationale (use additional sheets if needed): Organization and Clarity of the Report and Evaluation Form Please evaluate the overall organization and clarity of information in the provider’s report to assist in improving the quality of future reports. Meets Criterion Commendable Needs Improvement Organization of the Report A response and relevant supporting documentation is supplied for each criterion. The information is organized in a logical manner. Meets All sections of the report are complete and organized to facilitate finding information, e.g., are numbered and sections have labeled, tabbed dividers. Narrative descriptions and documentation of activities are thorough, clear and concise. The provider's responses appear honest and it presents viable plans for quality improvement where needed. Commend Information is difficult to find. Sections are not well labeled, paginated or incorrectly numbered. The provider does not respond to requests for information for all criteria or responds in a terse, dismissive or uninformative manner. Narrative responses or documentation appears deceptive. Needs Improvement or Additional Docs Required
Worksheet 2.1 – Initial Planning Team Instructions: List the name, title, agency/organization, and contact information (phone or e-mail address) for the current members of your planning team. Name Title Agency Contact Info To be filled in To be filled in To be filled in To be filled in To be filled in To be filled in To be filled in To be filled in To be filled in To be filled in To be filled in To be filled in To be filled in To be filled in To be filled in To be filled in To be filled in To be filled in To be filled in To be filled in Additional Planning Team Members As stated previously, planning team members should represent the major sectors that are important to your community's healthcare response, be knowledgeable of these major sectors, and be well connected within the community. Other criteria to consider when choosing additional planning team members are listed below. Qualities of an Effective Team Player Quality Quality Is reliable – This person can be counted on to get work done, follow through on assignments, and consistently perform to a high standard. Is cooperative – This person works with others to get things done and takes initiative when needed. Is a constructive communicator – This person expresses ideas, opinions, and thoughts clearly, directly, honestly, and with respect for others. Is flexible – This person adapts to changing situations without complaint. Is an active listener – This person can understand and consider ideas, points of view, and criticism without debating, arguing, or getting defensive. Is committed – This person wants the team to succeed. Is an active participant – This person is willingly and fully engaged in the team's tasks. Is a problem solver – This person willingly accepts the challenge of getting team problems solved. Is an open and willing sharer – This person is willing to share his/her knowledge and experience. Is respectful and supportive – This person treats fellow team members with respect and supports them and the team in all endeavors. Is trustworthy – This person can be trusted to maintain the confidentiality of sensitive information. This row is blank
MOC Narrative A MOC narrative is a written description of the interconnected sequence of events in a community's healthcare delivery system. A MOC narrative includes the following components: Community Background/Demographics See Worksheet 3.1 – Community Demographic Assessment Worksheet Core Partners and Their Capacities See Worksheet 3.3 – Partner Identification Checklist Noncore Partners and Their Capacities See Worksheet 3.3 – Partner Identification Checklist Patient Flow See the example MOC diagrams on the previous pages A sample MOC narrative is provided in Appendix C. Use this sample as a guide to complete a narrative for your community. Upon completion of your MOC narrative, you and your planning team should review it and your MOC diagram to make sure you have accurately described the delivery of healthcare in your community on a day-to-day basis. You should make revisions to either component as needed before proceeding to the next step. Evaluate Your MOC Diagram and Narrative with Your Partners Once you and your planning team have completed your MOC diagram and narrative, you should share it with those core and noncore partners described in the diagram or the narrative. Preferably, you should meet with these partners in person (i.e., in a workshop or exercise) to "walk through" the diagram and narrative in a step-by-step process to confirm that the MOC diagram includes all points of healthcare delivery (i.e., all relevant core and noncore partners) within your community MOC narrative also includes these points of healthcare delivery and accurately reflects the roles, responsibilities, capabilities, and special considerations for sectors and subsectors identified in the narrative
Self-Assessment Please rate your department/facility/office for each of the topic areas covered in this survey. protocols Adequate Needs Improvement If you checked "Needs Improvement," do you need help making this improvement? If so, what help do you need? Management of a reduction in staff Adequate Improvement If you checked "Needs Improvement," do you need help making this improvement? If so, what help do you need? Limitations to increasing capacity High Moderate Low None Dependency on vendors or other agencies used by other providers in your community High Moderate Low None Ability to share equipment, supplies, or human resources with other providers Adequate Needs Improvement If you checked "Needs Improvement," do you need help making this improvement? If so, what help do you need?
Developing an Alternate Care System Plan from the Beginning Developing an alternate care system from the beginning could be a time-intensive process. Reading the case study on the work undertaken by Summit County, Ohio, planners to develop an alternate care system from the beginning (see Appendix D) will prove this point. Fortunately, the work CDC-HPA conducted with several communities should be useful to you and your planning team in completing this task. These communities have thoroughly discussed and debated the advantages and disadvantages of alternate care system options. A compilation of their work can be found in Appendix E. By building on their work, you and your planning team should be able to avoid devoting a great deal of time to developing an alternate care system plan from the beginning. Identify Potential Alternate Care System Options Here are the steps to take to identify potential alternate care system options: Review the potential alternate care system options provided in this chapter and in Appendix E. Research options as well. While reviewing each option, perform the following tasks: Determine if each option will work for each scenario you and your planning team identified as likely to impact your community. Additionally, determine if each option can be modified to work for each scenario. For each option, identify healthcare providers and supporting partners (regardless of whether they reside in your community) that should be involved in helping to implement each option for each scenario likely to impact your community. For each option, determine which healthcare providers and supporting partners are available in your community to help implement each option for each scenario likely to impact your community. Determine the physical resources needed to implement each option for each scenario likely to impact your community. Determine the feasibility of implementing each option for each scenario. Use the information collected to identify the top two or three options that could be implemented for each of the scenarios likely to impact your community.
Section 1 – Answers to the questionnaire A) Explain briefly the nature of the confidential information removed in your non-confidential version response to the questionnaire requests. B) Reasons why you request that the information be treated confidential, as explained in the instructions of the questionnaire. Section 2 – Appendices, Attachments and Supporting Documents A) Explain briefly the nature of the confidential information in appendices, attachments and supporting documents, removed in your non-confidential version. B) Reasons why you request that the information be treated confidential, as explained in the instructions of the questionnaire. ______________________, ____________________ of ______________________________ (Print name) (Print Position) (Print name of company) Signed: _____________________________ Date: _____________________________ PART G – REQUEST FOR INFORMATION CHECKLIST This checklist must be completed and submitted with your response to this RFI. Please respond to each of the following questions by placing an X in the “yes” or “no” column. If a response is no, provide an explanation as to why you have not complied with the instructions. Question 1: Yes No Did you provide a confidential and version of your response in accordance with the disclosure instructions in the Request for Information? If no, reason: Question 2: Yes No
Appendix B Statin Therapy Based on ACC/AHA Guidelines High-Intensity Moderate-Intensity Low-Intensity LDL by ~50% LDL by ~30-50% LDL by <30% Atorvastatin 40-80mg Rosuvastatin 20-40mg Atorvastatin 10-20mg Rosuvastatin 5-10mg Simvastatin 20-40mg Pravastatin 40-80mg Lovastatin 40mg Fluvastatin XL 80mg Fluvastatin 40mg BID Pitavastatin 2-4mg Simvastatin 5-10mg Pravastatin 10-20mg Lovastatin 20mg Fluvastatin 20-40mg Pitavastatin 1mg Treatment Recommendations Based on AACE Guidelines Statins first-line therapy If lipid levels are not at goal, intensify statin and: LDL-C: + Ezetimibe + colesevelam + niacin Non-HDL-C, TG: + + fatty acids + fibrates + niacin ApoB, LDL-P: + Ezetimibe + colesevelam + niacin By singing this document, the named physicians agree that the named pharmacist may enter into Collaborative Practice with them for the management of hyperlipidemia in residents at Hickory Grove and Maple Grove receiving antihyperlipidemia therapy in accordance with policies and procedures outlined in the above document and mutually agreed upon, as well as the Illinois Pharmacy Practice Act 225 ILCS 85/3 (aa). Clinical Pharmacists:
APPENDIX 1 – RECORD OF 13 SEPTEMBER 2017 AGENDA Cross Party Group on Towns and Town Centres 12:30 – 14:00, Wednesday, 13th September 2017 Committee Room 2, Scottish Parliament AGENDA ‘Inclusive Towns’ Refreshments kindly supported by Turner & Townsend 12:15 Meet in Parliament reception area 12:30 Refreshments 12:45 Welcome and Opening Remarks – John Scott MSP, Convener 12:50 AGM Business – John Scott MSP, Convener 12:55 Minutes of Previous Meeting of the Cross Party Group & Matters Arising – John Scott MSP, Convener Inclusive Towns 13:00 Andy Chief Executive and Derek Rankine, Policy and Participation Manager, SURF – Scotland’s Regeneration Forum 13:10 Shaheena Din, National Project Manager, Scottish Empty Homes Partnership 13:20 Christine Browne, Economic Development Officer (Change), East Renfrewshire Council 13:30 Discussion Scotland’s Partnership Update 13:45 Phil Prentice, Chief Officer, Scotland’s Towns Partnership 13:50 Any Other Competent Business 14:00 Close of Meeting Date of Next Meeting – 6 December 2017 (18:00 – 20:00) – ‘Towns - More than a Retail Economy’
Work Health and Safety Act 2011 Work Health and Safety Regulation 2011 Code of Practice for Hazardous Manual Task/ Scenario Hazard Associated harm Existing controls Any additional controls required? Risk Rating Cost of controls (in terms of time, effort, money) Is this reasonably practicable Y/N Preparing for the journey International terrorism - Travelling to some countries may pose safety and security concerns. Risk to our personal safety Consult DFAT travel advice, Check UNSW insurance policy Subscribe to DFAT’s website for automatic email alert Follow for Australian Travellers provided by DFAT Have written University approval for trip Update personal HR records including details of next of kin Don’t leave baggage unattended Preparing for the journey (2) Travelling and Visa Issues Stress, Possibility of left stranded Register with the appropriate Australian Embassy online: Monitor regional developments that may affect personal safety and security, Check on concerns for dual citizenships Confirm all travel arrangements; ensure passport is valid for 6 months and hold necessary visas and inoculations Always pack your own bags and secure them when travelling so that nothing can be removed or added Have copies of Visa, Passport and Credit Cards in case of loss Preparing for the journey (3) Natural disasters or disturbance Risk to our personal safety Consult DFAT website on a regular basis Keep in with world/local news
Your assistance is requested to review this assessment and attest to the accuracy of information reported pertaining to this individual's employment with your company. The information provided by you in this assessment is used solely for experience assessment and no other purpose. All submissions are confidential and will be retained on the individual's member file. Attestation I hereby confirm that I have reviewed this assessment with our employee and, to the best of my knowledge at this point in time, I verify the accuracy of information in relation to his/her current employment. I acknowledge that I may be contacted to verify information provided in this assessment. Employer Signature Date Name Designation (CPHR, CMC, etc.)
Education ELEMENTARY HIGH COLLEGE/ UNIVERSITY GRADUATE/ PROFESSIONAL SCHOOL NAME YEARS COMPLETED(circle) 4 5 6 7 8 9 10 11 12 1 2 3 4 1 2 3 4 DIPLOMA/DEGREE DESCRIBE COURSE OF STUDY: DATE GRADUATED DATE GRADUATED DATE GRADUATED DESCRIBE SPECIALIZED TRAINING, APPRENTICESHIP, SKILLS, AND EXTRACURRICULAR ACTIVITIES List professional, business or civic activities and offices held. You may exclude membership which would reveal gender, race, religion, national origin, ancestry, disability or other protected status: Please list three (3) personal references not related to you. (For RN, LPN, PA, RNP & FNP applicants, references must be from previous employer and/or professional peers). NAME ADDRESS (include zip code) PHONE (include ext) 1. 2. 3. This page for RN, LPN, PA, NP & FNP Applicants ONLY. All other applicants please proceed to the Agreement on the following page. Professional Preference (Check)
Part 4 Individual Surgeries This part to be photocopied for the appropriate number of surgeries in the practice Practice/clinic name: Surgery Number: Type of Surgery Dentist Hygienist Training surgery Other (state below) A. General Yes No Information Source 1 A Premises well maintained and clean with running hot water…………………. PSM Health and Safety 2 A Room size and layout adequate for purpose (minimum of 9 square metres).. 3 A Good lighting……………………………………………………………………..… 4 A Good ventilation………………………………………………………………..….. B. Suction Yes No Information Source 1 A Adequate venting of suction system:…………………………………..………… PSM Health and Safety 2 I preferably exhaust air is vented outside the building or…… 3 I mechanical ventilation (extract fan) in surgery……………… C. Unit/Chair Yes No Information Source 1 A Access in emergency……………………….…………………………………….. PSM Health and Safety 2 A Unit free of risk to patients or staff………………..……………………………... 3 A Adequate fixed equipment in good repair, including fully reclinable chair that is upholstered with water-resistant material with no tears or cracks..….. D. Cabinets/Work Surfaces Yes No Information Source Work surfaces are: SDCEP Decontamination into Practice guidance 1 A clean, dry, uncluttered………………………………………..……………. 2 A smooth, impervious with sealed edges without gaps……………..……. 3 A Satisfactory number and arrangement of 4 A Cabinetry adequate for 4-handed dentistry……………………………..………
Professional Regulation Commission TEMPLATE FOR INSTRUCTIONAL DESIGN OF PROPOSED CONTINUING PROFESSIONAL DEVELOPMENT (CPD) PROGRAM CPD Council for PROFESSIONAL TEACHERS Course/Program Title: Course/Program Brief Description: Proposed PQF level: Particular Continuing Professional Competency/ies: Content Details: Sub-Topics and Time Allotment for every topic (in hours) Area of CPD Activity (Ethics = 5 CUs Professional Development = 40 CUs in a compliance period) Expected Learning Outcomes Activities to Achieve Learning Outcomes Assessment Strategies including, Assessment Tools Requirements/Outputs Financial Projection: A. Expected Number of Participants: B. Proposed Charge per Participant: C. Relevant Details in Support of the Financial Viability of the Program _________________________________________ Printed Name and Signature of Official Proponent ________________________________________ Position _________________________________________ Proposing Agency/Association
By signing this form, you are indicating that any necessary initial consultations have occurred and that the module has been reviewed and approved locally in the School. (Fully approved on DMIS) Head of Anchor School/Dept (or Nominee) Date: Name & Signature) School/Dept CPD Contact Date: (Print Name & Signature) Head of Anchor College (or Nominee) Date:
Navigate to most elements Tab Shift + Tab - navigate backward Link Enter Button Spacebar Enter - supported in some contexts/browsers Checkbox Spacebar To a checkbox buttons ↑/↓ or ←/→ or Tab - move to the next element. NRCS Accessibility Statement: https://www.usda.gov/accessibility-statement
Assess the student's ability to: NR 1(NC) 2 3(C) 4 5(HC) NO 1. Demonstrate initiative and innovation in advocating for client access to social work services. 2: Demonstrate commitment to and application of the values and ethics of the profession in practice. Provide at least one example of how the student has demonstrated competency in professional identity: 2.1.2 ETHICAL PRACTICE The student applies social work ethical principles to guide professional practice. Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making. Social workers are knowledgeable about the value base of the profession, its ethical standards, and relevant law. Assess the student's ability to: NR 1(NC) 2 3(C) 4 5(HC) NO
manufacturing and/or production and distribution. Please allow three business days for the APNA to email written approval of promotional materials. Promotional materials include (but are not limited to): advertisements; announcements, invitations, and reminders; brochures; and on-site handout materials, such as a syllabus or workbook, in whatever form or media including digital and multimedia and however distributed including online distribution. The color advertisement for the CPI Program Book must also be reviewed and approved by APNA. In to avoid confusion and delay in reviewing the materials, please review the following guidelines for promotional materials: There must be clear indication of the organization that is providing funding for the symposium. The phrase, Supported by an unrestricted educational grant from… also needs to appear in all materials. * The terms “funded by” and “made possible through an educational grant from” are also technically acceptable. Third party facilitators may appear on advertisements printed in the Program Book. The Continuing Education accreditation and designation language must meet American Nurses Credentialing Center (ANCC) requirements and appear on each promotional piece. If the sponsored symposium is cancelled for any reason, 50% of the grant will be refunded if cancelled prior to January 26, 2018. After January 26, 2018, no refunds will be granted. For all educational symposia, the sponsoring organizer will take full responsibility for the program and will hold harmless the APNA, its officers, agents, and employees from any and all liability associated with the event. Due Date Item Due With Letter of Agreement to be included in printed registration brochure Letter of Agreement, including name of faculty Chair, approved by APNA, and title and short description of presentation, terms and conditions, for the Sponsor and Supporter returned to: * Continuing until allotted slots are filled With Letter of Agreement $18,500 unrestricted educational grant payable to APNA per ninety-minute symposium. February 19, 2018 1. Final names of faculty, a 200 word abstract of presentation, objectives (3-5), Disclosure statement for the Chair, and any changes in title of symposium submitted to .
: Subject to compliance with requirements, provide Chatsworth Products (CPI); Universal Horizontal Cable Manager. Single-Sided Manager: Configuration: Single-sided C-shaped trough with a cover. The trough will have a slot or holes at the rear to facilitate front-to-rear cabling through the horizontal manager. The front of the cable manager will have T-shaped cable guides along the top and bottom surfaces of the cable manager. Evenly cable openings in between the T-shaped cable guides will allow cables to enter/exit the cable manager into the rack-mount space. The openings will have rounded edges to protect cables. The cover will be removable, hinged to open up or down and will snap on to secure the cover in the closed position. Width: 19 inches (482 mm). Depth: [5 inches (127 mm)][5.2 inches (130 mm)][6.2 inches (157 mm)][6.4 inches (163 mm)] RMU: [1][2][3]. Finishes and colors: Powder coat paint in [black][white]. Edge-protectors, T-shaped cable guides and latch hardware is black. Double-Sided Manager: Configuration: Double-sided H-shaped trough with front and rear covers. The trough will have a slot or holes at the rear to facilitate front-to-rear cabling through the horizontal manager. The front and rear of the cable manager will have T-shaped cable guides along the top and bottom surfaces of the cable manager. Evenly spaced cable openings in between the T-shaped cable guides will allow cables to enter/exit the cable manager into the space. The openings will have rounded edges to protect cables. The covers will be removable, hinged to open up or down and will snap on to secure the cover in the closed position. Width: 19 inches (482 mm). Depth: 11.7 inches (298 mm). RMU: [1][2][3]. Finishes and colors: Powder coat in [black][white]. Edge-protectors, T-shaped cable guides and latch hardware is black.
Unit 3.5: Cultural Competence Time: 30 minutes Unit Overview: The purpose of this unit is to familiarize participants with the importance of understanding cultural bias and cultural sensitivity when working with culturally diverse families and environments. Learning Objectives: Demonstrate the towards cultural competence. 3.5.20 Slide 3.5.21 Notes: Activity #1: Stereotypes and Prejudices Directions: Identify stereotypes associate with certain classes of people. Then with the group answer the following questions: Why do people hold these stereotypes? Where did they come from? How do stereotypes affect people who do not share the same cultural background? Have any of you ever felt the effects of prejudice? How did it make you feel? How does prejudice and stereotyping hurt individuals and society? What can we do about dispelling the myths that perpetuate stereotypes and biases? Activity Notes:
So if you think in terms of a hierarchy of least intrusive/restrictive to most intrusive/restrictive, you would start at family designated arrangements, then move to non-judicial interventions then to what we call “Judicial Protective Interventions.” Judicial Protective Interventions are services and supervision from the Department or contracted service providers at stabilizing the household with court ordered supervision. For some families, having the court involved may be the only effective course of action to motivate and/or influence the parents to cooperate with or participate in the safety management process. What is important to remember is that even if the court is involved, it is your responsibility to continually engage with, and motivate and monitor the family outside the courtroom. You will have the most contact with the family so you are the “eyes and ears” for the court. It is also important to remember that if you are in court, you have exhausted the other safety options. This may mean that the family actually needs more from you, not less, because of the court involvement. Are there any questions? Display slide 6.2.1 Safety Planning ) So let’s say the children are deemed “unsafe.” You will need to develop either an in-home or out-of-home safety plan. Remember we always think about the in-home plan first because it is the least intrusive. There are three things you need to think about: How the danger threat is manifesting in the home, The response of the parents or legal guardians to the identification of the threat, The caregiver’s alignment with the proposed protective actions to ensure child safety. Who can tell me what your safety options are for you and home safety plan? Out-of-home safety plan?
What are the gaps in information that you would need to collect? (Hint: Tie to the six domains) Who you consult or team with and why? Slide 8.1.10 Notes: Key Points: There are five categories of safety services: 1) Crisis Management; 2) ; 3) Social Connections; 4) Resource Support and 5) Separation Events Formal safety services can be used in judicial and non-judicial cases. Informal supports (participants to the plan) can be used in both judicial and non-judicial cases. Formal safety service providers are utilized to supervise and monitor the home and implement formal services in one or more of the safety service categories. Informal supports are mainly used for monitoring purposes and assisting the parents in the completion of agreed upon in the plan. The questions that the investigator must answer if the remains in the home: Is the home environment calm and stable enough for an in-home safety plan to be implemented and for safety service providers to work with the family safely in the home? Is the parent or legal guardian willing to participate in the development and implementation of an in-home safety plan and has the caregiver demonstrated that they will cooperate with all safety service providers identified in the plan? Slide 8.1.11 Notes: Key Points: Safety planning conferences are convened by the investigator to develop an impending danger safety plan with the parents, family supports, and formal safety management team members. Conference team members will establish agreed upon shared responsibilities, appropriate safety actions and identify specific details to structure the safety management process. Activity #5: Field Activity: Attend a Safety Planning Conference PLACEHOLDER
IS THE DIFFERENCE BETWEEN “PARADE, REST” AND “STAND-AT, EASE”? Parade REST is the command to move the LEFT foot 10-inches from the right foot and the head should be snapped straight, while Stand-At EASE is the same but the difference is that you keep your head and eyes focused on the commander until he/she is no longer in sight, then you snap forward once again. EXPLAIN AND DEMONSTRATE THE HAND SALUTE IN THE FOLLOWING SITUATIONS: Headgear with a visor – Arms parallel to the ground, Fingers extended and joined show either side of their hand Tip of the forefingers touching the rim No Headgear/ Glasses – Arms parallel to the ground, Fingers extended and joined show either side of their hand Tip of forefinger is touching the edge of the glasses No Visor/No Glasses – Arms parallel to the ground, Fingers extended and joined Doesn’t show either side of their hand Tip of forefinger is touching slightly to the right of the right eyebrow WHERE DOES THE COMMANDER ALWAYS FACE WHEN GIVING COMMANDS AT A HALT? The troops/formation DOES THE COMMANDER ALWAYS MOVE HIS/HER HEAD WHEN GIVING COMMANDS WHILE MARCHING? Towards the formation ARE TWO PRESCRIBED FORMATIONS A COULD “FALL IN”? Line (or rank) and column (or file) MANY COUNTS ARE IN THE HAND SALUTE MOVEMENT? One IS THE COMMAND FOR REVOKING A PREPARATORY COMMAND? As you were MANY COMMANDS DO MOST DRILL COMMANDS HAVE?
Other non-TD responsibility & % of time Specific Task: Other non-TD responsibility & % of time Specific Task: Other non-TD responsibility & % of time Specific Task: TOTAL 100.0% Company 4 Company Name Company Address Starting Date Ending Date Position Please list all TD work tasks for which you had formal fulltime responsibility under the specific TD AOE. PLEASE IDENTIFY ALL SPECIFIC TD TASKS/RESPONSIBILITES. EX: AOE INSTRUCTIONAL DESIGN – 10% - DESIGN LEARNING COURSES TO TRAIN STAFF. Additionally, please identify all non-TD responsibilities for this position. EX: MANAGING OFFICE – 20%. And, please indicate the % of time spent on each – totaling 100%. AOE Name & % of time Specific Task: AOE Name & % of time Specific Task: AOE Name & % of time Specific Task: AOE Name & % of time Specific Task: AOE Name & % of time Specific Task: AOE Name & % of time Specific Task: Other non-TD responsibility & % of time Specific Task: non-TD responsibility & % of time Specific Task: Other non-TD responsibility & % of time Specific Task: TOTAL 100.0% For a review of your eligibility, please provide this information to . NOTE: Eligibility cannot be verified over the phone, and incomplete forms will not be reviewed. Should you have more than four fulltime TD positions to list, please copy the chart and provide the specified information for additional employment positions, too. Please allow 3 – 5 business days for review and response.
13 Review Foundational Competency: Global Mindset Read Complete knowledge checks and Can I Apply It questions in each chapter 12 5/15 □ 13 Review AOE: Performance Improvement 12 5/19 12 Review AOE: Instructional Design 12 5/23 11 Attend Preparing for the CPLP: Workshop 3 5/27 11 Review AOEs: Training Delivery and Learning Technologies 12 5/30 10 Review AOE: Evaluating Learning Impact 12 6/4 10 Create list of knowledge to revisit from AOEs covered to date 2 6/7 9 Review AOE: Managing Learning Programs 12 6/14 9 Register for CPLP test date (in my testing window) 1 6/15 8 VACATION!! N/A 6/22 7 Review AOE: Integrated Talent Management 12 6/29 6 Review AOE: Coaching 12 7/5 6 Hold session with partner 14 7/7 5 Review AOE: Knowledge Management 12 7/12 4 Review AOE: Change Management 12 7/19
13 Reach out to Sally Doe; see if she wants to be a study partner 1 5/14 13 Take CPLP Practice Test 2 5/14 13 Review Foundational Competency: Global Mindset Read Complete knowledge checks and Can I Apply It questions in each chapter 12 5/15 13 Review AOE: Performance Improvement 12 5/19 12 Review AOE: Instructional Design 12 5/23 11 Attend Preparing for the CPLP: Workshop 3 5/27 11 Review AOEs: Training Delivery and Learning Technologies 12 5/30 10 Review AOE: Evaluating Learning Impact 12 6/4 10 Create list of knowledge areas to revisit from AOEs covered to date 2 6/7 9 Review AOE: Managing Learning Programs 12 6/14 9 Register for CPLP test date (in my testing window) 1 6/15 8 VACATION!! N/A 6/22 7 Review AOE: Integrated Talent Management 12 6/29 6 Review AOE: Coaching 12 7/5 6 Hold session with study partner 14 7/7
5 Review AOE: Knowledge Management 12 7/12 4 Review AOE: Change Management 12 7/19 3 Review Global Mindset and AOEs 1 – 4 Drill and practice on questions Revisit knowledge areas that need more attention Create mnemonics or flash cards for content that is consistently difficult to recall 6 7/26 3 Retake CPLP Practice test 2 8/2 2 Review AOEs 5 – 9 8 8/9 2 Hold study session with study partner 3 8/9 Test Week! Final drill and practice on questions Confirm that I have all test center paperwork Drive to test center in advance of test day to confirm location 10 Exam Day! 8/16 Total Preparation Hours Planned 174 Note: This is an estimation of study hours required to be used as an example for development of your study plan. Actual study times vary. CPLP Study Plan Week Action Step Estimated # of Hours Needed Completion Goal Date Complete
Part 1: Reflection Questions Instructions Answer all of the statements and questions below. Name: Registration #: Date: 1. Reflect on your practice and think broadly about what impacts your work. Think about your: role responsibilities daily practice new experiences ongoing concerns or questions Consider: new opportunities challenges changes in the sector or in your work setting leadership development Brainstorm and make a list of things that impact your work.
GOVERNMENT AREA Description of the proposed work (please tick) Jetty/pier Pontoon Boat ramp Mooring pile Other type of marine access structure (please specify) Note — Only one structure of its type is permitted on the edge of water fronting the lot. This means that there can be one jetty or one pontoon (includes an abutment and fixed gangway), but not both. However it is permitted to have a boat ramp in addition to a jetty or pontoon. Do the proposed works involve any of the following? A Jetty, pier or pontoon gangway with a width greater than 3 metres, or a pontoon with a width greater than 3.5 metres. to Appendix 2 - Allowable widths for private marine access structures. YES NO Clearing or damaging native vegetation on the bank of the waterway (including mangroves). YES NO Hardening or modifying the bank or bed of the waterway (with rock, concrete, gabions etc. for seawalls or erosion protection). YES NO Dredging in tidal water. YES NO Adversely affecting the use by others of the waterway (e.g. impeding navigable access at any time of the tide, or extending beyond one third of the width of the waterway between the high water marks). YES NO A design which will block or divert the natural water flow along the waterway. YES NO A covenant on the land adjacent to the tidal water YES NO Is the proposed work located outside of a canal? YES Go to question 13 NO consent is not required from any State agency. – END – Contact your local government for requirements. NAME
3 Introduction (Background, justification, and approach) 4 SOW (Statement of Work) 5 Satisfy regulation compliance 6 Prepare document 7 Obtain approvals Activity (A), Predecessor Activities (PA), Duration Estimates (T) A Description PA T 1 Organize RFP requirements --- 5 days 2 Identify internal constraints and capabilities --- 2 days 3 Introduction (Background, justification, and approach) 1 2 days 4 SOW (Statement of Work) 2 3 days 5 Satisfy regulation compliance 2 3 days 6 Prepare document 3,4 3 days 7 Obtain approvals 3,4,5 1 day Project Definition A PA T 1 -- 5 2 -- 2 3 1 2 4 2 3 5 2 3 6 3,4 3 7 3,4,5 1 Network Formats. Activity on Arrow (AOA). Technical content of activities. [Cost, Labor, Resources, Risk]
Source Destination Node Node A:5 Parallel: TOC=5 days B:4 A:5 B:4 Series: TOC=9 days Table Form: Activity Predecessor Activity Duration A --- 5 B A 4 Activity Predecessor Activity Duration Early Start Late Start Slack Critical Path? A --- 4 0 0 0 Yes B --- 3 0 2 2 C A 2 4 4 0 Yes D A,B 1 4 5 1 A:4 C:2 B:3 D:1 Comparison of Techniques Gantt Chart. Time Line Plot ES=Early Start Finish TOC=Time of Completion All time are interpreted as ‘the end of a time period’. Critical Path Method. (CPM) ES=Early Start EF=Early Finish TOC=Time of Completion LS=Late LF=Late Finish Slack= LF–EF=LS–ES All times are interpreted as ‘the end of a time period’
At least 2 days early $400 At least 2 days early $350 P[TOC≤10]=0.212 1 day $300 1 day early $250 On time, Day 12 $200 On time, Day 12 $200 1 day late $0 1 day late $100 At least 2 days late $0 At 2 days late $50 P[TOC≥13]=1-0.885=0.115 The company conducted a PERT analysis on Excel and reported the following results. From PERT Analysis Option 1. Option 2. Min Max Prob $ EMV $ EMV 10 0.212 $400 $84.80 $350 $74.20 10 11 0.235 $300 $70.50 $250 $58.75 11 12 0.256 $200 $51.20 $200 $51.20 12 13 0.182 $0 $0 $100 $18.20 13 0.115 $0 $0 $50 $5.75 Sum= 1.000 Total= $206.50 Total= $208.10 Discussion: Note 1. Consider variables that would create a basis for strategic analysis. Note 2. Identify characteristics that would support selection of variables to modify. Note 2. Extend analysis to include ‘risk’ and ‘utility’ within the decision process.
14-26 (total incapacity) 80% 80% 85% of NWE(c) (or 100% under industrial agreement) 100% (excl O/T & bonuses) 90% 100% 100% 100% 100% 27-52 weeks (total incapacity) 80% 80% 75% NWE or 70% QOTE(c) 100% (excl O/T & bonuses) 80% 90% or 95%(d) 75-90% 65% or Stat Floor 27-45 wks 100% 46-52 wks 75% 53-104 weeks (total incapacity) 80% (excl O/T) 80% (excl O/T) 75% NWE or 70% QOTE(c) 100% (excl O/T & bonuses) 80% 53-78 weeks 90% or 95%(d), 79-104 weeks 80% or 85%(d) 75-90% 65% or Stat 75% 104+ weeks (total incapacity) 80% (excl O/T); at five years unless > 30% WPI, or >20 - 30% WPI and no work capacity or working 15+ hours and earning $158 per week 80% (excl O/T, subject to work capacity test 130 weeks) 75% NWE if > 15% impairment, otherwise 65% NWE or 60% QOTE (subject to impairment)(c) 100% (excl O/T & bonuses) 80% (ongoing entitlement after 130 weeks is subject to a work capacity review) 80% or 85%(d)(e) 75-90% 65% or Stat Floor 75% Appendix 2 – Table 3: Other entitlements under Australian workers’ compensation schemes for award wage earners as at 1 January 2013 NSW VIC QLD WA SA TAS NT ACT Aus Gov
AAAHC) and copies of executed affiliation agreements between the sponsoring institution and the affiliates. Name City, State Accredited By Percentage of Training Date Affiliation Signed/ Effective Date Coordinator Staff? Name Standard 3 – Polices Affecting the Resident Sample copy of the contract or letter of appointment between the sponsoring institution(s) and the resident. (requirements 3.8 and 3.9)
Please provide information related to institutions that are without affiliation agreements or for which existing affiliation agreements do not comply with one or more stipulations identified below. Provide additional information in the comments section. Institution/Private Practice Name No Formal agreement No delineation of Financial support No delineation of educational contribution Missing CAO/DIO Missing effective or date signed Is not forwarded to the PD Affiliation expired/not renewed No site coordinator Has not been reaffirmed every 5 yrs. Comments:
Diversity – Podiatric Surgical Experiences: Based upon the volume of procedures and cases reported in the previous chart, Podiatric Surgical Experiences, identify and complete the following chart for residents who do not meet the diversity requirements for categories 1–5. To assure proper diversity within each procedure category and subcategory, at least 33 percent of the procedure codes within each category and subcategory must be represented with first assistant procedures. For example, in the Other Osseous Foot Surgery category, at least 6 of the 18 different procedure codes must have at least one activity as first assistant. Resident Name Cat 1 Digital Cat 2 First Ray Hallux Valgus Cat 2 First Ray Hallux Limitus Cat 2 Other First Ray Cat 3 Other Soft Tissue Cat 4 Other Osseous Cat 5 Elective Soft Tissue Cat 5 Elective Osseous Cat 5 Soft Tissue Cat 5 Non–elective Osseous Need 5 of 13 Need 3 of 8 Need 3 of 9 Need 4 of 10 Need 6 of 19 Need 5 of 14 Need 4 of 10 Need 3 of 8 Need 3 of 8 Need 3 of 8 Comments:
WEST ISLAND SCHOOL CPD REQUEST FORM Staff should complete this form and forward it to the CPD Coordinator at least 3 weeks prior to the activity (this applies to ESF led courses, external training, including IB and collaborations within the school where cover is required). APPLICATION PROCESS < ---------------------------------------------- At least 3 weeks prior to the activity ----------------------------------------- > Immediately after the activity Complete this form Line Manager or Head of Faculty has agreed to the activity and signed the form Pass the form onto Jenny Craig for approval. She will liaise with Margaret Lau if cover is required Complete the Impact Statement and return to Jenny Craig SECTION 1 To be completed by any member of staff wishing to undertake a CPD activity Name of Applicant: Course Date(s): Times: Details of CPD Activity: Course / Activity Title / Faculty Inset, etc (Attach a copy of course details where possible) How will your learning from this activity be shared with your faculty? SECTION 2a Please provide details in the relevant boxes – this activity links to: Performance Review and Development Objectives School Development Plan Departmental Development Plan SECTION 2b: IB Workshop Requests Only Please list IB workshops completed during the last 3 years Workshop Title Category Year Completed Venue/Online? Reason for needing IB training now: (e.g. Curriculum Review; SSS; new subject; new teacher etc.) SECTION 3 If applicable Course Fee Method of Travel and Approximate Cost Accommodation and Approximate Cost Other SECTION 4 (To be signed by your Head of Faculty (or Line Manager if you are the Head of Faculty) I support this CPD request Signature Print Name
SECTION 5 To be completed by Jenny Craig Request supported If this request is supported we will let you know by email and we will arrange cover for you. Following engagement we expect you to complete the impact report and share your learning with the faculty and with the school (if appropriate). Request refused Reason for Refusal (if applicable) WEST ISLAND SCHOOL CPD Impact Statement Name: Subject: CPD Activity: Date: