zilongwang/ReadingBank huggingface dataset:
SECTION 4: QUALIFICATIONS - You will be required to provide evidence of any academic qualifications stated where they are relevant to your appointment. UNIVERSITY DEGREE (Including PGCE / Teaching Qualification) Establishment Full-time or part-time Qualifications (indicate class and division) Dates attended from (mm/yyyy) Dates attended to (mm/yyyy) Date of final exam (mm/yyyy) IN-SERVICE TRAINING / CPD (Please include both long and short courses over the last 3 years) Title Organising Body Number of days From (mm/yyyy) To (mm/yyyy) SECONDARY SCHOOL QUALIFICATIONS - Please list all your A Level or equivalent qualifications and grades achieved. For GCSE or equivalent qualifications please provide the grades for English and Maths and the total number of grades A*- C Establishment A Level / GCSE / Equivalent (please state) Grade Dates attended from (mm/yyyy) Dates attended to (mm/yyyy)
Name:………………………………………………………………………………………… Date:………………………………Place………………………………………
international experts, especially those from UK who are expected to share typical lessons learnt on anti-bribery act. Budget: Maximum expenses that can be covered by the Bilateral Fund are, based on actual spending/time needed: Consultancy fees (international expert) for sharing good practice Per 825 2.5 £2,063 Airfare (round trip) for international expert Per roundtrip 1100 1 £1,100 Airport transfer (4 times) for international expert Per trip 30 4 £120 Per diem (for international expert) Per day 70 5 £350
Name:………………………………………………………………………………………… Date:………………………………Place……………………………………………………..
SQL TEST PAPER QUERIES (LEVEL 4) Table Name: Employee EMPLOYEE_ID FIRST_NAME LAST_NAME SALARY JOINING_DATE DEPARTMENT 1 Jhon Abraham 1000000 01-JAN-13 12.00.00 AM Banking 2 Michael Clarke 800000 01-JAN-13 12.00.00 AM Insurance 3 Roy Thomas 700000 01-FEB-13 12.00.00 AM Banking 4 Tom Jose 600000 01-FEB-13 12.00.00 AM Insurance 5 Jerry Pinto 650000 01-FEB-13 12.00.00 AM Insurance 6 Philip Mathew 750000 01-JAN-13 12.00.00 AM Services 7 TestName1 123 650000 01-JAN-13 12.00.00 AM Services 8 TestName2 Lname% 600000 01-FEB-13 12.00.00 AM Insurance Table Name: Incentives EMPLOYEE_REF_ID INCENTIVE_DATE INCENTIVE_AMOUNT 1 01-FEB-13 5000 2 01-FEB-13 3000 3 01-FEB-13 4000 1 01-JAN-13 4500 2 01-JAN-13 3500 1.Select no of employees joined with respect to year and month from employee table 2. Select department, total salary with respect to a department from employee table where total salary greater than 800000 order by Total_Salary descending
ever joined you? Have you been to your mentor’s home? Red flags relating to safety of the child. Communication Between the mentor and youth How often did you speak to your mentor over the past month? How did you communicate (phone, text, email, Facebook, etc.)? How often do you communicate and plan activities with your mentor? Appropriate frequency and means of communication. Signs of match not communicating. Between the P/GU and the youth How often do you speak with your P/GU about your mentoring relationship? Between the mentor and the agency Do you feel like you can get ahold of me if you need to? Is there anything else I can do to support your positive experience in this program? Youth Centered How do you think your relationship is going with your mentor? How do you feel about this experience overall? How do you decide what activities you and your mentor do together? What do you both like? What activities did one of you like more than the other person? What are you planning to do together next month? What activities have you expressed interest in that you haven’t done? How often do you feel like you get to engage in activities with your mentor that helps you build new skills? Developmentally appropriate, pro-social activities that were selected primarily with the youth’s input, feedback, or leadership. Mentor aware of youth’s preferences. Appropriate activities. Youth Emotional Engagement How are you enjoying your time with your mentor? What if anything would make you more excited about your time with your mentor? What if anything would make you feel more comfortable with your mentor? How connected do you feel to your mentor? Any sign the mentee is uncomfortable or disengaged during activities.
growth related to and communication. Aligned Expectations How satisfied are you with your mentoring relationship? How satisfied are you with your experience in this program? What if anything else is important to share regarding your experience in this mentoring relationship? Looking to see if the youth’s original motivation for engagement is changing. To what degree the experience of mentoring aligns with the youth’s initial and on-going expectations for engagement.
2017 Primary 4 Semestral Assessment 2 Subject Timeline Scope- Topic/Skill Format English Week 3 Tuesday, 26 September & Wednesday, 27 September Oral Reading Aloud and Stimulus-based Conversation Week 5 Wednesday, 11 October Listening Comprehension Picture Sequencing/ Matching MCQ, Comprehension MCQ and Note-taking Writing Paper 1 Individual writing with picture stimulus Week 7 Thursday, 26 October Language Use – Grammar/Language Items covered from P1 to P4 Paper 2 Vocabulary MCQ, Grammar MCQ, Grammar Cloze, Vocabulary Cloze, Sentence Completion and Comprehension Mathematics Week 7 Friday, 27 October All P4 topics and related concepts and skills learnt in P1 to P3. Multiple Choice Questions Short Answer Questions Structured Long Answer Questions (Please bring the standard mathematical instruments e.g. ruler, protractor and set squares) Science Week 8 Tuesday, 31 October All P3 and P4 topics, concepts and process skills taught. MCQs, Short and long answer questions Subject Timeline Scope- Topic/Skill Format Mother Tongue Week 3 Oral Reading Aloud, Picture Description and Conversation
In each case sin i/sin r is (approximately) constant; therefore this verifies Snell’s Law. Diagram to show: A target medium e.g. glass block Incident ray (from ray box) Perpendicular / normal and refracted ray Label angles i and r Correct sin i and sin r values for six points sin i 0.500 0.643 0.766 0.819 0.866 0.906 0.939 sin r 0.325 0.438 0.500 0.544 0.588 0.615 0.643 Label axes correctly on graph paper Plot six points correctly Straight line showing good distribution A straight line through the origin shows that sin i is proportional to sin r Correct slope method (n = ) 1.41 [range: 1.38 – 1.52] To reduce the (percentage) error Elaboration e.g. difficult to measure /read angles, r < i , etc. See diagram, plus ray-box. Mark the position of the incident and exit rays and also the outline of the block. Remove the block then measure the angle between the refracted ray and the normal using a protractor. sin i 0.34 0.50 0.64 0.77 0.87 0.94 sin r 0.24 0.33 0.44 0.50 0.59 0.64 Refractive index = slope = y2 – y1 / x2 – x1  n = 1.49 There would be a greater percentage error associated with measuring smaller angles. Common Test errors State the laws of refraction of light Don’t use the word “reflection” in your answer What is meant by the refractive index of a material? Include the phrase “as light travels from a vacuum into that medium” Explain how a signal is transmitted along an optical fibre. Give three separate points Experiment to verify Snell’s law Using the recorded data, draw a suitable graph It must be a graph of sin i against sin r {not i and r} Using your graph, find the refractive index You must calculate the slope of the graph by using two points which are clearly marked on the graph {so you can’t take points from the table unless they also happen to be on the line of best fit which you have drawn}
3. 4 4 1 - 4 2 – 5 3 - 5 Preamble This strategy acknowledges the change, diversity and the divisions that define Dublin today. It will facilitate the emergence of the next stage in the city’s cultural expression, creating a new identity form the lives, the creativity and the ambitions of the current population. This strategy acknowledges that Dublin is a city with a rich cultural heritage that is now in a period of great change. A change driven by major technological advances, by demographic shift, and by new forms of social participation and cultural expression. These forces can underline the historical divisions of a city and create new ones. This strategy acknowledges that a diverse, inclusive and collaborative cultural expression can reconcile these divisions, and develop a city that is welcoming, tolerant and economically resilient; and further acknowledges that cultural unity depends on the equal recognition of all forms of culture. This strategy has been informed by public consultation and acknowledges the ongoing development of a new National Cultural Policy by the Department of Arts Heritage and the Gaeltacht. A Definition of Culture Dublin City Council agrees to adopt the Unesco definition of culture, namely that Culture is: “the set of distinctive spiritual, material, intellectual and emotional features of society or a social group, that encompasses, not only art and literature, but lifestyles, ways of living together, value systems, traditions and beliefs”. (Unesco 2001) Vision The Cultural Vision of Dublin City Council is that: Culture is central to human development, central to Dublin’s quality of life and its relationship with Ireland, Europe and the rest of the world.
Others, Specify__________________ Are the given logistics available in sufficient quantities for the SID? Please check the box if available in adequate quantities.* Planning formats including linelisting and Due list formats HH Stickers Pamphlets/ Leaflets Street Banner/ Hoarding Session Banner Posters Others, Specify__________________ Remarks
REFERENCES Depending upon post, please give details below of at least two people who can provide information that will confirm your suitability for this post. One person must be your current or most recent employer. Please note that for certain posts the Council reserves the right to contact any previous employer and request a reference, in addition to the ones detailed below. Please note references must cover the last five years.
Environmental Issues List An Amazing List Created by the Students in Period F! Overpopulation Deforestation Climate Change Greenhouse Gasses CO2 Emissions Ecological Footprint Cow Farts (Methane Release from Cows) Ocean Acidification Water Levels Rising Increased Flooding Events Polar Ice Caps Melting Droughts Water Pollution Oil Spills Coral Reefs Disappearing Microbeads Pollution Public Health Safe Drinking Water Disposal of Waste Overconsumption Overuse of paper Endangered Species/Animal Extinction Invasive Species Loss of Biodiversity Natural Disasters Forest Fires Air Pollution Ozone Layer Depletion Acid Rain Smog GMO Genetic Engineering Malfunctioning Food Scarcity Intensive Farming Animal Agriculture Poaching Animals Overhunting Overfishing Tanneries Factories Overindustrailization in Developing Countries (BRIC – Brazil, Russia, India, China) Energy Nuclear Energy Waste Radiation Exposure Nuclear Explosions Non-Renewable Energy Use Wind Turbine Bird Fatalities Hydroelectric Complications: Disrupting Fish Spawning Carbon Storage Pesticides Geoengineering Problems Natural Resource Depletion Natural Gas Depletion Transportation Pollution Disappearing Bees Habitat Destruction Land Use Urban Sprawl Sink holes created by Drilling (ex: ttc) Soil Contamination Space Pollution Space debris Light Pollution
Appendices: Appendix 1: NWLDC STAR Survey 2015 Appendix 2A: NWLDC Complaints Policy Appendix 2B: NWLDC Complaints Procedure Appendix 3A: Meeting with Rommel Villarico Appendix 3B: Meeting with Andrew Hickling Appendix 3C: Meeting with Joanne Day Appendix 3D: Meeting with Chris Lambert Appendix 4A: Open Complaints April 2017 Appendix 4B: Feedback Received in Housing 2015-16 Appendix 4C: SMT Report Complaints Performance and Learning Appendix 4D: SMT Report Complaints Learning Appendix 4E: Open complaints at June 2017 Anonymised
Please complete the details below for each week. Week beginning Monday (date/month/year) …………………………………………………………………………………………………….. Pharmacy name and address …………………………………………………………………………………………………………………….. Day of week WEEK 1 Pharmacist name (PRINT) Pharmacist signature GPhC registration no. Hours worked From To Total opening hours during which a pharmacist was available Monday Tuesday Wednesday Thursday Friday Saturday Sunday Total weekly hours
Please complete the details below for each week. Week beginning Monday (date/month/year) …………………………………………………………………………………………………….. Pharmacy name and address …………………………………………………………………………………………………………………….. Day of week WEEK 2 Pharmacist name (PRINT) Pharmacist signature GPhC registration no. Hours worked From To Total opening hours during which a pharmacist was available Monday Tuesday Wednesday Thursday Friday Saturday Sunday Total weekly hours
If you are on a Core training programme or are a LAT or FTSTA appointee, please enter your training specialty here. If not, please leave blank. GMC Programme Approval Number (to be completed by Specialty Workforce Team)* If this field is not pre-populated, please leave blank. Deanery Reference Number (to be completed by Postgraduate Dean)* This is for Core Trainees (CT1-3) & LAT/FTSTA trainees only. If this field is not please leave blank. National Training Number (to be completed by Specialty Workforce Team on first registration)* If this field is not pre-populated, please leave blank. Please note that if you are in a Core Programme i.e. CT1, 2 or 3, or a FTSTA/LAT post then you will not have a National Training Number, you will have a Deanery Reference Number as stated on the left. Tick Box - I confirm that I have been appointed to a programme leading to award of a CCT If you have been appointed to a programme leading to the award of a Certificate of Completion of Training (CCT), please tick this box. This is for all trainees who have been appointed to a higher specialty training programme having completed a Core training programme or those appointed to a Run through training programme. This does not apply to Core training programmes, LATs or FTSTA’s, or people working towards CESR or CEGPR. If you are unsure, please contact your Specialty School contact. Tick Box - I confirm that I will be seeking specialist registration by application of a CESR LEAVE BLANK unless otherwise instructed by your Specialty School. Tick Box - I confirm that I will be seeking specialist registration by application of a CEGPR LEAVE BLANK. Only relevant for GP trainees. Specialty 1 for Award of CCT (if applicable), not relevant to Trainees in Core Training Programmes, LATs or FTSTAs
A second question was added to the consultation on 20 December 2017. The Government has now said that councils can increase general council tax next year by an additional 1% without the need for a referendum. Although this is not our proposal we could now increase council tax by 5.99% in 2018/19. If you have any comments about whether or not the council should increase council tax by 5.99% please write these in below. Overall theme Issues raised Number of times mentioned Quotes Comments relating to increasing council tax by 5.99% in 2018/19 Comments relating to increasing council tax by 5.99% showed no significant differences to the comments we received relating to increasing council tax by 4.9%. There was a great deal of concern about the affordability of the proposal, even amongst those that felt increasing council tax by another 1% was reasonable (18 mentions). Some respondents were worried about being able to afford an above inflationary increase in council tax during a period when they felt people’s incomes are not increasing (14 mentions). 77 “The government don’t have my bills to pay how can you justify this amount of a rise I can not afford to have my heating on now.” “6% (or just under) is a huge increase for much less services. If you were increasing services it may be worth looking at but some of us have fixed incomes and some of us have none at all and live off our savings.” “With inflation and pension increases at 3% this would not be justified.” “No increase in council tax, my income hasn't changed yet all my outgoings have.” “Again, I am happy to pay this to protect essential front line services such as social care. This will have a financial impact for on my family but it’s worth it for the common good.”
Core team (7 persons, including Director of the program, COC Director, Secretary, Communications, Finance controller, Training director and Legal) Project leads (Approximately 10 persons leading various parts of the project during the event and all work beforehand and afterwards. E.g. a person responsible for catering, a person responsible for locations etc.) Project members (25+ persons helping in the two years ahead of the project on various tasks) Helping hands during Zimmervation on all levels. (45+ persons) Skills developed What skills were developed in this program? We offered three possible ways of developing skills for members and attendees: Learning by doing while being actively involved in the organization, learning from the keynote speakers and following trainings. How were these skills developed? Describe the methods and activities used. We offered over 45 persons a project where they could develop skills like leading a team, planning ahead for more than two years or working with a more complicated legal structure that is VAT registered. (Zimmervation had its own legal entity that was VAT registered) People of all kinds and with different backgrounds were involved in this project, offering a unique possibility to learn to work together as a team. The program included a series of keynote speakers that were selected based on their experience in similar markets as the attendee backgrounds. This resulted in rooms filled with over 100 persons listening to their stories. We clearly forbid the keynote speakers to use long powerpoint presentations but asked them to make it very interactive sessions. By engaging into discussions during long Q&A sessions, we assured that attendees learned from the experiences the keynote speakers shared with them. By offering various hands-on trainings like “negotiation training” and “setting (life) goals”, attendees had a choice of topics to attend and to learn from. All trainings were given by professionals in their fields of expertise. Impact on participants What was the intended impact on the participants? To make sure that participants had a variety of topics to choose from. And when a choice was made, we wanted them to be able to immediately use the gained knowledge in their daily jobs or life.
What Service/support do you require from the Children’s Centre? (Please tick) Adult Education Courses Access to adult education support ESOL/ EAL support Job Club Access to employment support Adult wellbeing Emotional wellbeing group Antenatal & Post Natal Baby Club Targeted Infant Feeding Support ( inc Peer Support) Antenatal Parenting Classes Early Years Groups Stay & Play Targeted Baby Group Universal Baby Massage Targeted Play in the Home Healthy Lifestyle activities and advice School Readiness advice and support Healthy Start Vitamins SEND 1-1 Advice & Support Group peer support Speech & Language Language through Play groups targeted Childcare Advice Childcare advice and support Parenting Classes Evidence-based parenting programmes (range of programmes available) Family Support Behaviour Management Benefits Advice Debt Advice Domestic Violence Housing Isolation Mental Health Parenting Family Support Package Neglect Immigration/Asylum Seeker Support Other… If this referral is for a targeted family support service or if there is a multi-agency plan in place please also complete the sections below.
Expected Activity Time Part 1: Angle Type Exploration (20-40 minutes) Part 2: Dance with Angle Combos to Create a Mood (20 minutes) Materials and Prep Angle Dance Moves with a Mood Student Sheets iPad with Choreo Graph app Wifi access for sharing to hub Introducing the Activity Create simple dances in which the dancer’s parts rotate at: 1) 90 degrees; 2) acute angle measurements; 3) obtuse angle measurements. Then create dances with angle pairs (i.e., complementary and supplementary angles). Use what you learn to create a final dance with different angle types. What mood or effect do you achieve from each dance? To Do Part 1: Angle Type Exploration (20-40 minutes) Have students try three types of angle dance moves: Right Angles: Create a simple dance in which all the parts only rotate at +90 or -90 degree angles. Save the dance to share with the class later. What are some things you notice about your dancer as its parts only rotate 90 degrees? Did anything surprise you? Acute and Obtuse Angles: Make a simple dancer whose parts only rotate with acute angle measurements. Then create a simple dance where all the parts rotate with obtuse angle measurements. Save each of these as projects. When you animate the two dances, what are some things you notice? Angle Pairs: Explore angle pairs (i.e., complementary and supplementary angles). Create a simple dance where pairs of parts have these relationships. For example, one part will move 50 degrees and the part right next to it will move 130 degrees. Ask: When you animate these parts, what kind of effect do you get? Pleasing? Unrealistic? Vertical Angles: Repeat using two different parts to create a simple dance with vertical angles that rotate with equal measure but opposite each other. Part 2: Dance with Angle Combos to Create a Mood (20 minutes). Based on explorations from the part 1, have students:
Name: __________________________ Date: _____________ Part 1: Angle Type Exploration Dance Moves With Angle Pairs Let’s explore the angle pairs of complementary and supplementary angles. Create a simple dance where pairs of parts have these relationships. For example, one part will move 50 degrees and the part right next to it will move 130 degrees. When you animate these parts, does anything stand out for you? How do these paired angles affect the dance? Sketch your dance below. Be sure to include the angle measurements.
What happens if we break the rules? Positive Informal Sanctions (Rewards - spontaneous display of approval) Negative Informal Sanctions (Punishments - spontaneous display of disapproval) Formal Positive Sanctions (Rewards - formalised public rewards and approval) Negative Formal Sanctions (Punishments - institutionalised punishment or disapproval)
Darwin Expert Committee (DEC) Appointment of New Members Information pack for applicants The closing date for the receipt of applications is: 12 noon, Friday 29 June 2018 Contents: 1. Darwin Expert Committee (DEC) Introduction 1 The Darwin Initiative 2 2. Being a member of the DEC What is the DEC 3 Description of role 3 Qualities and experience required 3 Terms and conditions of appointment 4
Do you smoke? □ YES □ NO Packs a day ____ Years _____ Are you a past smoker? □ YES □ NO Do you drink? □ YES □ NO If yes, how often? □ Rarely □ Moderately □ Daily □ Quit
Requirement Essential Desirable Education, training and qualifications Skills and knowledge Customer focussed Experience Good housekeeping standards Cleaning experience Personal attributes Polite and friendly with a positive attitude Skills and abilities Self-motivated and organised Other special requirements Travel, hours worked, languages Telephone and / or e-mail access is required Own transport is beneficial
If there is no interest internally or externally, and the samples are considered not to be of use in future research, then the samples must be disposed appropriately. 5.2.1.3. Acceptance of the samples into the research tissue bank Once it has been determined that samples can be transferred for storage under the research tissue bank’s NHS REC approval, and all storage arrangements have been agreed (e.g. resource, finance) the transfer of samples can proceed in accordance with the following steps. Cataloguing samples In order for the research tissue bank to accept the samples they must be fully electronically catalogued. The catalogue must include reference to any consent opt-outs (i.e. where the donor has requested that their sample is not used in a certain activity, e.g. use in animals). If the samples have been partially catalogued this will need to be completed If the samples have been catalogued on paper these must be transferred to an electronic format. For samples being retained for internal researchers, it is the responsibility of the researchers to arrange for the necessary resource to complete the cataloguing of the samples. If there is no resource, or the samples are being retained for external researchers, internal resource (e.g. the Central Biobank) may be able to provide this for an additional fee to be added to the costs. Consent forms The Biobank Coordinator must be made aware of where the signed consent forms are kept if they are not to be moved with the samples. If the signed consent forms are to be transferred from another institution or organisation then this must be stated on a Material Transfer Agreement (MTA) and this provided before acceptance of the samples into the biobank. Collection Acceptance Agreement Where material is being transferred into the bank from a REC approved project or another NHS REC approved biobank, the Chief Investigator named
please contact the appropriate Person Designated (where the location is already approved), or to propose a new storage location, contact the Quality Assurance and Development Manager or Designated Individual. REFERENCES Human Tissue Authority: DOCUMENT REVISION HISTORY Section affected Description of changes Reason for change 5 Reference to the Newcastle Academic Health Partners Bioresource removed Bank renamed and ethics renewed with new renewal numbers (Newcastle Biobank, 17/NE/0361) New text added: In instances where the ethical approval has been extended to facilitate the retention of the collection (e.g. to permit retention where consent was not originally obtained for this activity) all additional documentation must also be provided to demonstrate the right to retain these materials. Missing in last version All Person Designate changed to Person Designated Correction in terminology. 5.2.1.3. MTA Reference to the NJRO website changed to the RES website Due to changes on the NJRO website rendering the link out of date. Full information is provided on the RES webpage.
↓ Participate in the program Includes pre and post assessments and programme evaluation (patient experience and outcomes) as able) On completion of the program the Participant will be provided with a certificate of attendance and encouraged to discuss the outcomes with their GP. Referral onto other appropriate services including pain clinics, local exercise or relaxation groups may be indicated depending on the outcome of the programme and identified needs *Patient should be referred back to the GP. Appropriate alternate arrangements could include the pain clinic, Mental Health, Transcultural Mental Health or addiction Medicine services. Other specialist consultations may be required including rheumataology, endocrinology, othopaedics etc
Task 25: Public Private Partnerships Make detailed notes on – how they work – arguments for – arguments against • compulsory competitive tendering – how it works – its impact on the NHS. Use these notes to answer the following essay question: Practice Essay: “Evaluate the impact of the private sector on the NHS.” (12 marks) To conclude: is one of the richest countries in the world suffers from large inequalities in terms of Health and Wealth Gender inequalities and racial inequalities are also particular problems The governments of and as well as local councils have policies to try to deal with inequalities
Prince Henry’s Exams Disability policy (exams) 2018/19 This policy is reviewed annually to ensure compliance with current regulations Approved/reviewed by Mrs M Wall Date of next review 22/10/2019 Key staff involved in the policy Role Name(s) SENCo Mrs R Baston SENCo line manager (Senior Leader) Mrs N Barker Head of centre Dr A Evans Assessor(s) Mrs R Baston Access arrangement facilitator(s) Exams Office
Voluntary Services Department Personal Details for Expenses Payment Purposes Surname Forename(s) Title Gender Female Male Date of Birth National Insurance No. Address POST CODE: Bank Account Details Sort Code Account No. Account Name Name and Address of Bank POST CODE: Is this a one off claim? (COMPULSORY) YES NO VOLUNTEER SIGNATURE………………………………………………Authorised Signatory…………………… VOLUNTEER NAME……………………………………………………………………. DATE...................... FOR OFFICE USE ESR Number: Innovation and excellence in health and care Addenbrooke’s Hospital | Rosie Hospital Voluntary Services – Volunteer Travel & Expenses Claim Form Full Name Base Name Box 214 Addenbrooke’s ESR No Home to base mileage (one way) Home Address Date of travel Journeys: Enter “Home”, “Base” , or Postcode Mileage Fares/Parking (Receipts must be attached)
Annex 6 – Performance Measurement Framework Expected Results (copy & paste from Logical Framework) Indicators (definition & unit of measurement) Baseline data (If available) Targets for project lifespan Data sources / collection methods Frequency of data collection/verification Responsibility & Reporting IMPACT Figures already existing at beginning of project Verification schedule (e.g. monthly, quarterly, etc.) Who is responsible for collecting and reporting on this and how OUTCOME(S) Should be listed as follows: A - B - C - Figures already existing at beginning of project Who is responsible for collecting and reporting on this and how OUTPUT(S) Should be listed as follows: A1 - A2 - A3 - B1 - B2 - B3 - C1 - C2 - C3 - Figures already existing at beginning of project Who is responsible for collecting and reporting on this and how
Uterine Evacuation in Crisis Settings Using Manual Vacuum Aspiration Sample Refresher Course Agenda Note to Trainer: This is only an example of a rapid refresher course on using manual vacuum aspiration for uterine evacuation. You may need to adjust the order of some content and the time allowed based on your setting and the experience level of the participants. Unit Objective Time Content Training Method Day 1 total: 8 hours 1 15 min Welcome Trainer introduction(s) Ice breaker Paired interview 1 15 min Course agenda Participant expectations Course objectives (optional) Housekeeping/parking lot Brainstorm 1 15 min Knowledge pre-test 2 3 15 min Uterine evacuation is an important element of reproductive health (RH) in crisis settings because: maternal mortality is linked to unsafe abortion; of a lack of security; of a high risk of sexual violence; of disruption in contraceptive and other health services; and women may want to delay childbearing during a crisis. Interactive presentation and group brainstorm (Why might a woman need a uterine evacuation in a crisis setting?) 2 1 30 min Values clarification Group activity (Comfort Continuum) 2 2 15 min Review abortion law Presentation Read case studies aloud, large (or
small) group process 3 4, 5 15 min Uterine evacuation methods and why manual vacuum aspiration (MVA) is necessary in crisis settings Safety, efficacy of MVA Possible complications of MVA Presentation Handout: Uterine Evacuation Treatment Options Chart Break 15 min 3 6 15 min Using misoprostol to treat incomplete abortion in crisis settings Using medical abortion for first trimester uterine evacuation Facilitated discussion Colored paper activity 3 7, 8 30 min Uterine evacuation method options counseling Informed consent Presentation Case studies 4 9 30 min Instrument facts and features Lunch 1 hr 4 10 45 min Processing Ipas MVA Plus and Ipas EasyGrip Cannualae Presentation Instrument processing video 4 12 1 hr Uterine evacuation with the Ipas MVA Plus Review MVA steps Procedure video 4 15 1 hour Demonstration Simulated practice Pelvic models Break 15 min 4 13 15 min Technical problems during MVA Demonstration/ “What if” activity 15 min Summarize and close for Day 1 Daily process evaluation Day 2 total: 6 hours 30 min Welcome participants back Overview of Day 2
Record of Shared Care Name Birthdate Neonatal Follow-Up Program Recommended Visit Schedule Level II Center Level III Center Comments/ Concerns Visit Timing (Approximate date) Goals (Circle areas of concern) Coaching and Intervention Goals 4 – 8 weeks Attachment Regulation (feeding, sleeping) Positioning (safety and beginning of intervention) Maternal/family health wellbeing/depression/anxiety and link to primary care if needed Coaching: Signs and symptoms of depression and help available Safe sleep Normalizing infant’s need for external support for regulation Developmental cues for feeding 4 months Attachment Gross Motor Development as a reflection of overall development with the main goal being identification of early concern (vision, hearing, cognition, motor) Introduce concept of coaching Provide feedback to parents re: feeding, motor development Coaching: Motor strategies 8 months Change from stationary to dynamic movement as a marker for overall development (gross and fine motor development) Assessment and coaching, not diagnosis Feeding to eating – shift to becoming an independent eater Coaching: Movement as it relates to temperament Transition postures Mealtime strategies Sleep hygiene
Temperament Attachment Sleep regulation 12 months Social development as child becomes upright Motor development Communication Regulation-eating, sleep hygiene Coaching: Limit screen time Engage child on topics of their interest and expand that topic rather than redirect Red flags Sleep hygiene Mealtime strategies 18 months Comprehensive Developmental Assessment: Motor Development Behaviour& management strategies Cognition Language Social development Coaching Coaching: Discipline introduced Behavior management strategies reviewed Community group activities available (library, early years, daycare) and benefits of peer exposure 36 months School readiness preparation Behaviour & management Social development Health checks in place (eyes, dental) Coaching: Behavior management reviewed and reinforced Emphasize need for peer exposure and group activities as school preparation Sleep hygiene as it relates to behavior
Corrective Action Plan Corrective Action Plan – non-compliances Number The reference number of the from the Audit Report, for example, Discrimination No.7 New or Carried Over Is this a new identified at the follow-up or one carried over (C) that is still outstanding Details of Details of Non-Compliance Root cause (completed by the site) Preventative and Corrective Actions Details of actions to be taken to clear and the system change to prevent occurrence (agreed between site and auditor) Timescale (Immediate, 30, 60, 90,180,365) Verification Method Desktop / Follow-Up [D/F] Agreed by Management and Name of Responsible Person: Note if management agree to the and document name of responsible person Verification Evidence and Comments Details on corrective action evidence Status Open/Closed or comment Training Systems Costs lack of workers Other – please give details: Training Systems Costs lack of workers Other – please give details: Training Systems Costs lack of workers Other – please give details:
Table 2.1.3: Quantitative Deliverables for Program 1.1 Promote the effective use of ionising radiation in medicine Quantitative Deliverables 2011-12 Revised Budget 2012-13 Budget Target 2013-14 Forward Year 1 2014-15 Forward Year 2 2015-16 Forward Year 3 Cumulative proportion of centres audited by the Australian Clinical Dosimetry Service for accuracy in dose measurement of radiotherapy 50% 80% 90% N/A N/A Ensure effective regulation and enforcement activities Quantitative Deliverables 2011-12 Revised Budget 2012-13 Budget Target 2013-14 Forward Year 1 2014-15 Forward Year 2 2015-16 Forward Year 3 Number of inspections of facilities holding a Commonwealth licence 60 60 60 60 60 Program 1.1: Key Performance Indicators Table 2.1.4: Qualitative Key Performance Indicators for Program 1.1 Protect the public, workers and environment from radiation exposure Qualitative Indicator 2012-13 Reference Point or Target Control radiation dose to uranium mining workers Annual reporting of trend in radiation doses received by workers compiled from Australian National Radiation Dose Register provides evidence of optimisation of radiation protection in the uranium mining industry Promote the effective use of ionising radiation in medicine Qualitative Indicator 2012-13 Reference Point or Target Establish Diagnostic Reference Levels as tools for quality improvement in diagnostic radiology Improved diagnostic practice using lower dose levels
Table 2.1.5: Quantitative Key Performance Indicators for Program 1.1 Protect the public, workers and environment from radiation exposure Quantitative Indicators 2011-12 Revised Budget 2012-13 Budget Target 2013-14 Forward Year 1 2014-15 Forward Year 2 2015-16 Forward Year 3 Number of security incidents involving high activity radioactive sources requiring immediate reporting <5 <2 <2 <2 <2 Ensure effective regulation and enforcement activities Quantitative Indicators 2011-12 Revised Budget 2012-13 Budget Target 2013-14 Forward Year 1 2014-15 Forward Year 2 2015-16 Forward Year 3 Number of safety incidents involving Commonwealth users of radiation <40 <10 <10 <10 <10
Most of the fishing trips sampled were in Regions 4 and 5, while Regions 2 and 3 are the least sampled. No trips were sampled in Region 1. It is important to understand why these areas were not sampled, whether it is due to low fishing activity, difficulties to access the ports or the fisheries in those areas are not covered by the sampling programme. Gears Sampled Table 2. Gear types sampled between 2002 and 2015 Gear definition Gear type Chinese Seine C/S Cadell Cad Gillnet Nylon GNN Gillnet Polyethylene Cabin Cruiser GNPcc Gillnet Polyethylene Inboard Engine GNPin Pin Seine P/S Traps Traps Trawl (Seabob/Finfish) Trawl 5. Assessing the spatial and technical representativeness of the sampling programme To assess and evaluate the representativeness of the fisheries sampling programme, it is necessary to have up to date and recurring characterisation of the entire fleet (number of vessels, fishing and landings patterns, fishing effort, gear used, accessibility of vessels and catches), both before and after the sampling year. The availability and completeness of these data will determine the design of appropriate sampling frames, sampling units and selection schemes for different fleet sectors and the need to separate surveys to estimate fleet composition and activity. There is need to have access to census data to understand the fleet behaviour, effort and catches. An important consideration when designing a sampling scheme is the coverage of all sampling frames. Ideally the entire population is completely covered by the frame. If only part of the population is covered, the frame has under-coverage that will lead to bias unless the variables of interest (e.g. discard rates, species and length catch composition) are the same in the parts of the population covered and not covered. The industrial vessels (those targeting seabob) in Guyana are well documented through
To engage with external stakeholders locally to inform Cochrane’s review priority setting work. Two To undertake or contribute to methodological or other research supporting improved production or use of synthesised evidence. Three To undertake searching of local sources, especially non-English sources to contribute to the development of CENTRAL, Cochrane’s register of controlled trials. (Optional) Four Additional work the Network carries out under Goal One. Goal Functional Area Tier How this function will be delivered Short and long term “SMART” targets. Goal Two: Making our Evidence Accessible To disseminate Cochrane Reviews locally based on stakeholder networks, the media and other communications channels. One
Lesson 4.1 quiz review guide Months, m Total Houses, h 1 8 2 16 3 24 4 32 Representing Relationships 1. HOUSES A real estate company sells 8 houses per month. a. Write an equation to find the total number of houses h sold in any number of months m. b. Use the equation to determine how many houses are sold in 15 months. Days, d Bulbs, b 1 950 2 1,900 3 2,850 4 3,800 2. PRODUCTION A manufacturer produces 950 light bulbs per day. a. Write an equation to find the number of bulbs b the manufacturer makes in any number of days d. b. Use the equation to determine how many bulbs the manufacturer will make in 25 days.
Allocations Schedule [Note: This is a template which should be used as a guide only. Each organisation should undertake a review of its property portfolio and associated funding agreements to identify any relevant obligations with respect to eligibility and allocation.] Program Approach to allocation for Program Source of applicants Eligibility No. units Social Housing (Owned) Long term housing owned by [CHO] with assistance from the Director of Housing under capital grant, stock transfer programs and which is designated as “social housing”. Social housing is appropriate to the needs of people who are unable to access suitable accommodation in the private rental market. [CHO] targets [x%] of allocations of true vacancies of Social Housing to applicants from the Priority Access category under the VHR. [provide detail on any other approaches taken to allocation, e.g .Specific targets for particular cohorts: households containing one member with a disability, indigenous, women and families who are victims of family violence people currently in Transitional Housing or in crisis accommodation] VHR only VHR ## ## Social Housing (General Lease) Long-term housing owned by the Director of Housing and leased to [CHO]. [CHO] targets [x%] of allocations of true vacancies of Social Housing to applicants from the Priority Access category under the VHR. [provide detail on any other approaches taken to allocation as specified in the General Lease] VHR only VHR ## Social Housing (Nomination Rights) Long-term housing owned by [CHO] designated for tenants receiving support to live independently under particular support programs [CHO] has various agreements which provide that a specified support provider will have nomination rights. [CHO] targets [x%] of allocations of true vacancies of Social Housing to applicants from the Priority Access category under the VHR. Via referral from nominated support provider (must have current VHR Priority Access VHR ##
Program Director CV Template Name Current Position Medical School Degree Awarded Year Completed Additional Degree(s) Graduate Medical Education (GME) Training GME Program Name: Specialty/Field Training Dates GME Program Name: Specialty/Field Training Dates GME Program Name: Specialty/Field Training Dates Certification Information Current Licensure Data Specialty Certification Year Certification Status Re-Certification Year State Expiration Date If not ABMS board certified, explain equivalent qualifications for RC consideration. Academic Faculty Information Academic Appointments – List the past ten years, beginning with your current position Dates Position Description Brief Summary of Role in Program: Current Professional Activities / Committees (limit 10). Bibliography – Most representative peer reviewed publications / journal articles from the last 5 years (limit of 10).
ID Network Media Type Description and to What It Connects 1 UTP Copper Connect wired NIC and Ethernet ports on network devices Cat 5 straight-through wired. Connects PCs and routers to switches and wiring panels. 2 UTP straight through Copper Connect wired NIC and Ethernet ports on network devices Cat 5 straight-through wired. Connects PCs and routers to switches and wiring panels. 3 UTP cross over Copper Connect like devices on a network, CAT 5 cross over, connects switches to switches, etc. 4 Serial Console Copper Connects devices to a switch or router to program them 5 6 Reflection After you have identified the network equipment, where would you find more information about the equipment? The Internet, manufacturer web site, forums, etc. _______________________________________________________________________________________
Obtain data from other groups and record the data in additional trial number columns. Calculate the mean value for each color category within the experiment. Select the cell that corresponds with the category Yellow Mean. Select Insert. Select Function. Select Average from the Insert Function dialog box. Select OK. Select the cells that contain the Yellow category data. Select OK. Select the bottom right corner of cell Yellow, Mean and drag to cell , Mean. The mean should now be calculated for all color categories. Calculate the median, mode, and standard deviation for all color categories. Follow procedure steps 13a – 13i. Modify step 13d to select the required function. Calculate the package total using the SUM function. Calculate the package volume by multiplying the package total by the volume of one candy. Create a ± 3ϭ histogram for each candy color. Create a frequency distribution table for each candy color as illustrated below. Yellow Candy ϭ = 1.155 Bin Frequency (how often the value occurs within the data array) 3 Ϭ Mean + (3 ϭ ) 9.7983 2 Ϭ Mean + (2 ϭ ) 8.6433 1 Ϭ Mean + (1 ϭ ) 7.4883 Mean 6.3333 -1 Ϭ Mean – (1 ϭ ) 5.1783 -2 Ϭ Mean – (2 ϭ ) 4.0233
Activity 4.1.2: Range of Motion Yellow highlight goes in Lab Journal , Blue goes in Portfolio Introduction You come home from school, run up the stairs and throw your backpack on your bed. This sequence of events took only minutes, but used joints in your ankles, knees, elbows, shoulders, and wrists. You realize that when you threw your bag, your cell phone slid under your dresser. You try to reach it, but you cannot seem to get your arm back far enough. Your twin sister comes in and offers to help. She bends down, stretches and twists her arm and almost instantly, you have your phone back. If we all have the same general arrangement of bones and joints, why was she able to reach the phone with ease when you did not even come close? Range of motion (ROM) studies assess joint motion and provide a measure of overall flexibility. You may have heard of people who are “double-jointed.” This does not mean that they have twice as many joints as you do; rather, the ones they do have are unusually flexible. We often use the everyday terms such as bend and flex to describe the motion of our limbs, but scientists and doctors use specific terms to describe just how a set of bones move at a joint. These precise terms describe the direction of motion as well as the relationship of one body part to another. As you will see in the next lesson, muscles are often named using terminology that is linked to the type of motion they permit. In this activity, you will use a device called a goniometer to measure the angles resulting from the movement of various joints in the body. With your team, you will match body actions with range of motion photographs. You will use information from the pictures to measure your own range of motion and to devise a strategy for measuring range of motion of body movements not shown in the photographs. These measurements can be compared from person to person and can be used to rate overall flexibility and range of motion. Equipment Computer with Internet access Goniometer Activity 4.1.2 Student Resource Sheet Laboratory journal Pencil Paper towels or a folded towel, rag, or article of clothing Digital camera (optional) Body system graphic organizer (optional) Reference textbook (optional) Procedure
4-17. Simplify each of the following equations and solve for x. Show all work and check your solution. a. 7 − 3x = −x + 1 b. −2 + 3x = −(x + 6) 4-19. Copy and complete the table below. Write the rule you described in part (a) with algebraic symbols. 4-20. When Susan’s brother went to college, she and her two sisters evenly divided his belongings. Among his possessions were 3 posters, 216 books, and 24 CDs. How were these items divided?